Abstract
This study investigated the effect of non-traditional guided inquiry instruction on middle school students’ conceptual understandings of lunar concepts. Multiple data sources were used to describe participants’ conceptions of lunar phases and their cause, including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a constant comparative method to produce profiles of each participant’s conceptual understandings and nonparametric tests also were used. Results revealed very positive performance for observable moon phases and patterns of change, as well as the cause of moon phases. Results indicated that significantly more participants shifted from drawing nonscientific shapes on the pretest to drawing scientific shapes on the post-test. Results for the drawings of moon phase sequences were similar in that significantly more participants shifted from drawing alternative waxing and waning sequences on the pretest to drawing scientific sequences on the post-test. Also, significantly more participants shifted from alternative understanding of the cause of the moon phases on the pretest to scientific understanding on the post-test. Implications of these findings and recommendations for further research are provided.
Similar content being viewed by others
References
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48, 35–44.
Atwood, R. K., & Atwood, V. A. (1996). Preservice elementary teachers’ conceptions of the causes of the seasons. Journal of Research in Science Teaching, 33, 553–563.
Atwood, V. A., & Atwood, R. K. (1995). Preservice elementary teachers’ conceptions of what causes night and day. School Science and Mathematics, 95, 290–294.
Barnett, M., & Morran, J. (2002). Addressing children’s alternative frameworks of the moon’s phases and eclipses. International Journal of Science Education, 24, 859–879.
Baxter, J. (1989). Children’s understanding of familiar astronomical events. International Journal of Science Education, 11, 502–513.
Beeth, M. E. (1998a). Facilitating conceptual change learning: The need for teachers to support metacognition. Journal of Science Teacher Education, 9, 49–61.
Beeth, M. E. (1998b). Teaching for conceptual change: using status as a metacogitive tool. Science Education, 82, 343–356.
Bell, R. L., & Trundle, K. C. (2008). The use of a computer simulation to promote scientific conceptions of moon phases. Journal of Research in Science Teaching, 45, 346–372.
Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essasy in honor of Robert Glasser, pp. 361–392. Erlbaum Associates: Hillsdale, New Jersey.
Bisard, W. J., Aron, R. H., Francek, M. A., & Nelson, B. D. (1994). Assessing selected physical science and earth science misconceptions of middle school through university preservice teachers. Journal of College Science Teaching, 24, 38–42.
Brewer, W. F. (2008). Naïve theories of observational astronomy: Review, analysis, and theoretical implications. In S. Vosniadou (Ed.), International handbook of research on conceptual change, pp. 155–204. New York: Routledge.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.
Bryce, T. G. K., & Blown, E. J. (2006). Cultural mediation of children’s cosmologies: a longitudinal study of the astronomy concepts of Chinese and New Zealand children. International Journal of Science Education, 28, 1113–1160.
Callison, P.L., & Wright, E.L. (1993). The effect of teaching strategies using models on preservice elementary teachers’ conceptions about earth-sun-moon relationships. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA, April.
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: a theoretical framework and implications for science instruction. Review of Educational Research, 63, 1–49.
Clark-Carter, D. (2004). Quantitative psychological research: a students’ handbook. New York: Psychology.
Clement, J. J. (1998). Expert novice similarities and instruction using analogies. International Journal of Science Education, 20, 1271–1286.
Cohen, M. R. (1982). How can sunlight hit the moon if we are in the dark? Teachers’ concepts of phases of the moon. Paper presented at the Seventh Annual Henry Lester Smith Conference on Education Research, Bloomington, Indiana.
Confrey, J. (1995). How compatible are radical constructivism, sociocultural approaches, and constructivism. In L. P. Steffe & J. Gale (Eds.), Constructivism in education, pp. 57–65. New Jersey: Erlbaum.
Cosgrove, M., & Osborne, R. (1985). Lesson frameworks for changing children’s ideas. In R. Osborne & F. P. Freyberg (Eds.), Learning in science: The implications of children’s science, pp. 101–111. Portsmouth, NH: Heinemann.
Diakidoy, I. N., & Kendeou, P. (2001). Facilitating conceptual change in astronomy: a comparison of the effectiveness of two instructional approaches. Learning and Instruction, 11, 1–20.
Driver, R., Asoko, H., Leach, S., Mortimer, F., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5–12.
Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas and the learning of science. In R. Driver, E. Guesne & A. Tiberghien (Eds.), Children’s ideas in science, pp. 1–9. Philadelphia: Open University Press.
Duit, R., & Treagust, D. F. (1995). Students’ conceptions and constructivist teaching approaches. In B. J. Fraser & H. J. Walberg (Eds.), Improving science education, pp. 46–69. Chicago: The University of Chicago Press.
Duit, R., Widodo, A., & Wodzinski, C. (2007). Conceptual change ideas: Teachers’ views and their instructional practice. In S. Vosniadou, A. Baltas & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction, pp. 197–217. Oxford, UK: Elsevier.
Dunlop, J. (2000). How children observe the universe. Publication of Astronomical Society of Australia, 17, 194–206.
Eylon, B., & Linn, M. C. (1988). Learning and instruction: an examination of four research perspectives in science education. Review of Educational Research, 58, 251–301.
Fosnot, C. T. (1996). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives and practice, pp. 8–34. New York: Teacher College.
Gallagher, J. J. (1993). Secondary science teachers and constructivist practice. In K. Tobin (Ed.), The practice of constructivism in science, pp. 181–192. Hillsdale, NJ: Erlbaum.
Gallagher, J. J. (2000). Teaching for understanding and application of science knowledge. School Science & Mathematics, 100, 310–318.
Georghiades, P. (2004). Making pupils conceptions of electricity more durable by means of situated metacognition. International Journal of Science Education, 26, 85–99.
Gilbert, J., & Watts, M. (1983). Conceptions, misconceptions and alternative conceptions: changing perspectives in science education. Studies in Science Education, 10, 61–98.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Gunstone, R. F. (2000). Constructivism and learning research in science education. In D. C. Philips (Ed.), Constructivism in education: Opinions and second opinions on controversial issues, pp. 254–281. Chicago: The University of Chicago Press.
Hatano, G., & Inagaki, K. (2003). When is conceptual change intended? A cognitive-sociocultural view. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change, pp. 407–427. Mahwah, New Jersey: Erlbaum.
Hennessey, M. G. (2003). Metacognitive aspect of students’ reflective discourse: implications for intentional conceptual change teaching and learning. In G. L. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change, pp. 103–132. Mahwah, New Jersey: Erlbaum.
Hewson, M. G., & Hewson, P. W. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20, 731–743.
Hewson, P. W., & Hewson, M. G. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1–13.
Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16, 235–266.
Howe, K. R., & Berv, J. (2000). Constructing constructivism, epistemological and pedagogical. In D. C. Philips (Ed.), Constructivism in education: Opinions and second opinions on controversial issues, pp. 19–41. Chicago: The University of Chicago Press.
Ivarsson, J., Schoultz, J., & Saljo, R. (2002). Map reading versus mind reading: Revisiting children’s understanding of the shape of the earth. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice, pp. 59–76. Dordrecht: Kluwer Academic.
Kikas, E. (1998). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8, 439–454.
Kirschner, P., Sweller, J., & Clark, R. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experimental and inquiry-based teaching. Educational Psychologist, 40, 75–86.
Knuth, R. A., & Cunningham, D. J. (1993). Tools for constructivism. In T. Duffy, J. Lowyck & D. Jonassen (Eds.), Designing environments for constructivist learning, pp. 163–187. Berlin: Springer-VerIag.
Kuethe, J. L. (1963). Science concepts: a study of “sophisticated” errors. Science Education, 47, 361–364.
Linnenbrink, E. A., & Pintrich, P. R. (2002). The role of motivational beliefs in conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice, pp. 115–135. Dordrecht: Kluwer Academic.
Luques, M. L. (2003). The role of domain-specific knowledge in intentional conceptual change. In G. L. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change, pp. 133–170. Mahwah, New Jersey: Erlbaum.
Margaret, M. (1997). Designing intentional learning environment. Proceedings of the 15th annual international conference on computer documentation, pp. 173–180. Salt Lake City, Utah: ACM.
Mayer, R. E. (2002). Understanding conceptual change: A commentary. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice, pp. 101-–111. Dordrecht, Amsterdam, Netherlands: Kluwer Academic.
Mayer, R. (2004). Should there be a three-strike rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14–19.
McDermott, L. C. (1991). Milikan Lecture 1990: what we teach and what is learned: closing the gap. American Journal of Physics, 59, 301–315.
McDermott, L. C. (1996). Physics by inquiry. New York: Wiley.
Moshman, D. (1982). Exogenous, endogenous, and dialectical constructivism. Developmental Review, 2, 371–384.
Mulholland, J., & Ginns, I. (2008). College moon project Australia: preservice teachers learning about the moon’s phases. Research in Science Education, 38, 385–399.
National Research Council. (1996). National science education standards. Washington, D.C.: National Academy.
Nussbaum, J. (1979). Children’s conception of the earth as a cosmic body: a cross-stage study. Science Education, 63, 83–93.
Nussbaum, J., & Novick, N. (1982). Alternative frameworks, conceptual conflict, and accommodation: toward a principled teaching strategy. Instructional Science, 11, 183–200.
Osborne, R. J., & Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water. Journal of Research in Science Education, 20, 825–838.
Osborne, R. J., & Wittrock, M. (1983). Learning science: a generative process. Science Education, 67, 489–508.
Parker, J., & Heywood, D. (1998). The earth and beyond: developing primary teachers’ understanding of basic astronomical events. International Journal of Science Education, 20, 503–520.
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
Phillips, D. (Ed.), (2000). Constructivism in education. Chicago: The University of Chicago Press.
Pintrich, P. R. (1999). Motivational beliefs as resources for and constraints on conceptual change. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change, pp. 33–50. Amsterdam: Pergamon/Elsvier.
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.
Pintrich, P. R., & Sinatra, G. M. (2003). Future Directions for theory and research on conceptual change. In G. L. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change, pp. 429–441. Mahwah, New Jersey: Erlbaum.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: towards a theory of conceptual change. Science Education, 66, 211–217.
Prawat, R. S. (1989). Teaching for understanding: three key attributes. Teaching and Teacher Education, 5, 315–328.
Richards, J. (1995). Construct[ion/iv]ism: Pick one of the above. In L. P. Steffe & J. Gale (Eds.), Constructivism in education, pp. 57–65. New Jersey: Erlbaum.
Roald, I., & Mikalsen, O. (2001). Configuration and dynamics of the Earth-Sun-Moon system: an investigation into conceptions of deaf and hearing pupils. International Journal of Science Education, 23, 423–440.
Rutherford, F. J. (1964). The role of inquiry in science teaching. Journal of Research in Science Teaching, 2, 80–84.
Sackes, M. & Trundle, K. C. (2009). The role of cognitive, metacognitive, and motivational variables in conceptual change in astronomy. Paper presented at the annual meeting of National Association of Research in Science Teaching, Garden Grove, CA, April.
Sadler, P. M. (1987). Misconceptions in astronomy. Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, Ithaca, NY, 422–425.
Samarapungavan, A., Vosniadou, S., & Brewer, W. F. (1996). Mental models of the earth, sun, and moon: Indian children’s cosmologies. Cognitive Development, 11, 491–521.
Schatzman, L., & Strauss, A. (1973). Field research: Strategies for a natural sociology. Englewood Cliffs, NJ: Prentice-Hall.
Schoon, K. J. (1992). Students’ alternative conceptions of earth and space. Journal of Geological Education, 40, 209–214.
Schoon, K. J. (1995). The origin and extent of alternative conceptions in the earth and space sciences: a survey of pre-service elementary teachers. Journal of Elementary Science Education, 7(2), 27–46.
Sharp, J. G. (1996). Children’s astronomical beliefs: a preliminary study of year 6 children in south-west England. International Journal of Science Education, 18, 685–712.
Sharp, J. G., & Kuerbis, P. (2006). Children’s ideas about solar system and the chaos in learning science. Science Education, 90, 124–147.
Sharp, J. G., & Sharp, J. C. (2007). Beyond shape and gravity: children’s ideas about the earth in space reconsidered. Research Papers in Education, 22, 363–401.
Siegler, R. S. (1999). Strategic development. Trends in Cognitive Science, 3, 430–435.
Sinatra, G. M., & Pintrich, P. R. (2003). The role of intentions in conceptual change learning. In G. L. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change, pp. 1–18. Mahwah, New Jersey: Erlbaum.
Stafylidou, S., & Vosniadou, S. (2004). The development of students’ understanding of the numerical value of fractions. Learning and Instruction, 14, 503–518.
Stahly, L. L., Krockover, G. H., & Shepardson, D. P. (1999). Third grade students’ ideas about lunar phases. Journal of Research in Science Teaching, 36, 159–177.
Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research, pp. 273–285. London: Sage.
Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory in practice, pp. 147–176. Albany, NY: State University of New York Press.
Sweller, J. (1988). Cognitive load during problem solving: effects on learning. Cognitive Science, 12, 257–285.
Targan, D. (1988). The assimilation and accommodation of concepts in astronomy. Unpublished doctoral dissertation, The University of Minnesota, Minneapolis.
Taylor, I., Barker, M., & Jones, A. (2003). Promoting mental model building in astronomy education. International Journal of Science Education, 25, 1205–1225.
Thagard, P. (1991). Concepts and conceptual change. In J. H. Fetzer (Ed.), Epistemology and cognition, pp. 101–120. Dordrecht, Boston, London: Kluwer Academic.
Tobin, K., & Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in science, pp. 3–22. Hillsdale, NJ: Erlbaum.
Trumper, R. (2001). A cross-age study of junior high school students’ conceptions of basic astronomy concepts. International Journal of Science Education, 23, 1111–1123.
Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39, 633–658.
Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2006). Preservice elementary teachers’ knowledge of observable moon phases and pattern of change in phases. Journal of Science Teacher Education, 17, 87–101.
Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2007a). Fourth grade elementary students’ conceptions of standards-based lunar concepts. International Journal of Science Education, 29, 595–616.
Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2007b). A longitudinal study of conceptual change: preservice elementary teachers’ conceptions of moon phases. Journal of Research in Science Teaching, 44, 303–326.
Trundle, K. C., & Troland, T. H. (2005). The moon in children’s literature. Science and Children, 43(2), 40–43.
Tytler, R., & Peterson, S. (2004). Young children learning about evaporation: a longitudinal perspective. Canadian Journal of Science, Mathematics, & Technology Education, 4, 111–127.
Vosniadou, S. (1991). Designing curricula for conceptual restructuring: lessons from the study of knowledge acquisition in astronomy. Journal of Curriculum Studies, 23, 219–237.
Vosniadou, S. (1994a). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45–69.
Vosniadou, S. (1994b). Universal and culture-specific properties of children’s mental models of the earth. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture, pp. 412–430. New York, NY: Cambridge University Press.
Vosniadou, S. (1999). Conceptual change research: State of the art and future directions. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change, pp. 3–13. Amsterdam: Pergamon/Elsvier.
Vosniadou, S. (2002). On the nature of naïve physics. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice, pp. 59–76. Dordrecht: Kluwer Academic.
Vosniadou, S. (2003). Exploring the relationships between conceptual change and intentional learning. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change, pp. 377–406. Mahwah, New Jersey: Erlbaum.
Vosniadou, S. (2007). The conceptual change approach and its reframing. In S. Vosniadou, A. Baltas & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction, pp. 1–15. Oxford, UK: Elsevier.
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: a study of conceptual change in childhood. Cognitive Psychology, 24, 535–585.
Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123–183.
Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11, 381–419.
Wildey, H., & Wallace, J. (1995). Understanding teaching or teaching for understanding: alternative frameworks for science classroom. Journal of Research in Science Teaching, 32, 143–156.
Zeilik, M., Schau, C., & Mattern, N. (1999). Conceptual astronomy: replicating conceptual gains, probing attitude changes across three semesters. American Journal of Physics, 67, 923–927.
Author information
Authors and Affiliations
Corresponding author
Appendices
Appendix A*
Appendix B*
Rights and permissions
About this article
Cite this article
Cabe Trundle, K., Atwood, R.K., Christopher, J.E. et al. The Effect of Guided Inquiry-Based Instruction on Middle School Students’ Understanding of Lunar Concepts. Res Sci Educ 40, 451–478 (2010). https://doi.org/10.1007/s11165-009-9129-x
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11165-009-9129-x