Development of a Learning Progression for the Formation of the Solar System

Autor/inn/en	Plummer, Julia D.; Palma, Christopher; Flarend, Alice; Rubin, KeriAnn; Ong, Yann Shiou; Botzer, Brandon; McDonald, Scott; Furman, Tanya
Titel	Development of a Learning Progression for the Formation of the Solar System
Quelle	In: International Journal of Science Education, 37 (2015) 9, S.1381-1401 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1036386
Schlagwörter	Science Education; Astronomy; Student Attitudes; Interviews; College Students; Science Curriculum; Knowledge Level; Scientific Concepts; Learning Processes; Scientific Attitudes; Concept Mapping; Middle School Students; Grade 6; High School Students; Grade 9; Grade 10; Grade 11; Grade 12; Pennsylvania + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Astronomie; Schülerverhalten; Interviewing; Interviewtechnik; Collegestudent; Wissensbasis; Learning process; Lernprozess; Concept Map; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; High school; High schools; Oberschule; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	This study describes the process of defining a hypothetical learning progression (LP) for astronomy around the big idea of "Solar System formation." At the most sophisticated level, students can explain how the formation process led to the current Solar System by considering how the planets formed from the collapse of a rotating cloud of gas and dust. Development of this LP was conducted in 2 phases. First, we interviewed middle school, high school, and college students (N?=?44), asking them to describe properties of the current Solar System and to explain how the Solar System was formed. Second, we interviewed 6th-grade students (N?=?24) before and after a 15-week astronomy curriculum designed around the big idea. Our analysis provides evidence for potential levels of sophistication within the hypothetical LP, while also revealing common alternative conceptions or areas of limited understanding that could form barriers to progress if not addressed by instruction. For example, many students' understanding of Solar System phenomena was limited by either alternative ideas about gravity or limited application of momentum in their explanations. Few students approached a scientific-level explanation, but their responses revealed possible stepping stones that could be built upon with appropriate instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01