Abstract
This paper is a report of the Australian segment of an international multi-campus project centred on improving understanding of the Moon’s phases for preservice teachers. Instructional strategies adopted for a science education subject enabled Australian participants to make extended observations of the Moon’s phases and keep observational data records which were shared in asynchronous on-line discussion with fellow preservice teachers in the USA. An adaptation of an online inventory of lunar phases was completed by participants before and after the observation cycle. The analysis of inventory data showed that although there was statistically significant overall improvement in mean scores for the inventory this could be accounted for by statistically significant increases in only some conceptual domains related to the lunar phases. In addition, the findings indicate that some concepts involved in having a deep understanding of lunar phases can be improved by instruction however, misunderstandings of other concepts involved in lunar phases are difficult to change and may require increased attention to developing students’ visual-spatial capabilities.
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Appendix
Appendix
Introduction to the Observation Diaries
Welcome to the MOON Project. For the next few months, preservice teachers in USA and Australia will be studying the Moon together. At first you and other students in your class will observe the Moon every day and record those observations. We hope that about once each week you and the other students in your class will have a class discussion to report and compare the observations you have made. Are you making the same observations? Or are there significant differences in what you are seeing? After you have been looking at the Moon for awhile, we hope you will look for patterns in your observations.
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Does the Moon stay the same shape from day to day?
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Can it always be found in the same place?
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Is it visible only at night?
When you enter the Internet discussion about the Moon, we hope you will compare and contrast what you and your classmates have observed in your home town with what others from around the world have observed.
While you are making those observations, comparing your observations with others in your class, and finding patterns in your observations, we hope you also will talk with adults about the Moon. We hope they will join you in making observations. We hope you and they will talk about how the Moon is portrayed in everyday conversation, music, poetry, movies, and literature. Do they have any special memories about the Moon? Are there any stories or songs or movies they know about the Moon?
In September you will start to use the Internet to share what you have learned about the Moon with other student teachers around the world. Then you can compare and contrast what you have learned. Does the Moon appear the same everywhere or are there differences? Do people have the same ideas, songs, and stories about the Moon around the world or are there differences?
Sample of Observational Chart Completed Daily by Preservice Teachers
Date ________
Time________
Angle________
Example of Question of the week answered in observation diaries:
What has the Moon’s shape been this week?
When and where have you seen it?
Example of Question for On-line Discussion with USA
Are there any similarities or differences in how the Moon changes shape and location around the world?
Draw sketches and write notes about what your research partners from other parts of the world have reported from Nov 1–4 about the Moon’s shape and location.
Additional Analytic Tasks Completed as Part of Assessment
Hourly observation of the Moon for four hours
Nightly observation of waxing Moon at approximately the same time for a week
Shadow stick activity throughout one day.
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Mulholland, J., Ginns, I. College MOON Project Australia: Preservice Teachers Learning about the Moon’s Phases. Res Sci Educ 38, 385–399 (2008). https://doi.org/10.1007/s11165-007-9055-8
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DOI: https://doi.org/10.1007/s11165-007-9055-8