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Inquiry and Astronomy: Preservice Teachers’ Investigations of Celestial Motion

  • Published:
Journal of Science Teacher Education

Abstract

This study investigated the impact of an open inquiry experience on elementary science methods students’ understanding of celestial motion as well as the methods developed by students to answer their own research questions. Pre/post interviews and assessments were used to measure change in participants’ understanding (N = 18). A qualitative approach was used to describe the nature of each participant’s investigation through an analysis of their science journal and poster presentations. A comparison of participants’ inquiry projects with the change in their understanding revealed that while most participants improved in both their area of inquiry and beyond, elementary science methods students may need more guidance to reach a full scientific understanding across all aspects of celestial motion.

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Acknowledgments

The authors gratefully acknowledge the assistance of Amanda Penecale with reviewing the analysis of student journals and Erica Davila and Peter Appelbaum for comments on an early version of this manuscript.

Author information

Authors and Affiliations

  1. Department of Education, Arcadia University, 450 S. Easton Road, Glenside, PA, 19038, USA

    Julia D. Plummer

  2. Millersville University, University Campus, Millersville, PA, 17551, USA

    Valerie M. Zahm

  3. Easton Middle School, 201 Peachblossom Road, Easton, MD, 21601, USA

    Rebecca Rice

Authors
  1. Julia D. Plummer
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  2. Valerie M. Zahm
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  3. Rebecca Rice
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Corresponding author

Correspondence to Julia D. Plummer.

Appendices

Appendix 1: Celestial Motion Survey

Write your name on this sheet AND on the plastic hemisphere. For each of the paths you draw on the plastic hemisphere, if the object is “rising” write rise at the beginning of the path and write set at the end of the path. You can also use arrows to indicate the direction of an object’s motion. For your written answers, please use drawings and written descriptions when needed.

  1. 1.

    Imagine it is the first day of summer. Does the sun appear to move in the sky? On the plastic hemisphere, draw the apparent path of the sun in the sky starting from when it rises to when it sets. Use the RED pen. Write noon for the sun’s position at noon. Explain why you would see that motion of the sun.

  2. 2.

    Imagine it is now the first day of winter. Is there any difference in the path of the sun compared to summer? If so, draw the sun’s path in winter in BLUE. Write noon for the sun’s position at noon if it is different in winter. Are there any other differences between summer and winter?

  3. 3.

    Why do we have day and night? Please use diagrams to help explain your answer.

  4. 4.

    Can we ever see the moon during the day? If yes, what time of day?

  5. 5.

    Now imagine the moon in the sky. Does the moon appear to move? If so, draw this path on the dome in GREEN. If you cannot draw its path, explain why. If you drew the moon’s motion on the hemisphere, explain why the moon appears to move in the sky. Are there times when we cannot see the moon in the sky? Explain why.

  6. 6.

    How long does it take for a full cycle of phases of the moon?

  7. 7.

    Why can’t we see the stars during the daytime?

  8. 8.

    Do the stars appear to move at night like the sun moves during the day? Why or why not? If you think that stars appear to move in some pattern during the night, or day, use the BLACK pen to show this on the hemisphere.

  9. 9.

    Do we see the same stars all night long? Why or why not?

Appendix 2: Interview Questions Using Physical Models

Have the student put a sticker on the earth to show his/her location.

  1. 1.

    Can you use these objects to explain why the sun appears to move across the sky as you showed in the dome? (Prompt the student to indicate sunrise, noon and sunset.)

  2. 2.

    Can you use these objects to explain the differences in what you showed between the summer and the winter?

  3. 3.

    Can you use these objects to explain why the moon appears to move (or not move) like you showed in the dome?

    1. a.

      Can you use these objects to explain why there are times we cannot see the moon?

  4. 4.

    Where would the stars be in this model? When would we be able to see them?

  5. 5.

    Can you use these objects to explain why stars (do not) appear to move?

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Plummer, J.D., Zahm, V.M. & Rice, R. Inquiry and Astronomy: Preservice Teachers’ Investigations of Celestial Motion. J Sci Teacher Educ 21, 471–493 (2010). https://doi.org/10.1007/s10972-010-9189-9

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  • DOI: https://doi.org/10.1007/s10972-010-9189-9

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