Students concept mastering analysis on astronomy: Case study in physics education department Universitas PGRI Semarang (original) (raw)
Related papers
University Students’ Understanding on Selected Astronomy Concepts
The foregoing study was an attempt to examine university students’ understanding on selected astronomy concepts. Its general aim was to establish the status of astronomy education specifically along the scientific literacy of students. Among the concepts examined included students’ reasoning on the occurrence of day and night, seasons, eclipses and tides. Moreover, it established their ideas on moon’s source of light, sun’s source of energy, black hole, colors and temperature, the concept of light year and the planets of the solar system and its sequence. The responses of fifty 3rd year Bachelor of Elementary Education students in a researcher-compiled conceptual evaluation were done using the simple Collaizi method. Results showed that university students possess variety of alternative conceptions along the above-mentioned phenomena and concepts. They hardly explain the occurrence of several natural phenomena and events even if they experience it every day and even after undergoing formal instruction in elementary science, integrated science and physical science. As a whole, this study evidently showed that despite the antiquity of astronomy as among the field in science, still there exist a big gap in terms of understanding its various concepts.
The effects of teaching methods on preservice teachers knowledge about basic astronomy subjects
The purpose of this study is to explore the learning effect related to different teaching methods (computer assisted instruction and 5E learning cycle model) on basic astronomy subjects of preservice teachers. In this research the pretest-posttest experimental design was used. The working group consists a total of 78 preservice teachers who were studying different departments (41 Classroom Education, 37 Science Education) of Erciyes University in the fall semester 2016-2017 academic year. Astronomy Knowledge Test which was developed by Tascan (2013) was used for data collection tool. For the analysis of the data; two-way ANOVA and the descriptive statistics were conducted and the findings were interpreted with respect to each research question. The significance level was taken as .05 for the comparisons. Two-way ANOVA results revealed that, the main effect for teaching method and program type interaction were not significant. Suggestions have been developed in the direction of the obtained results. Keywords: Astronomy education; computer assisted instruction; 5E learning cycle model; preservice teacher.
On Turkish Candidate Science Teachers’ Pre-existing Ideas About Some basic Astronomy Concepts
Procedia - Social and Behavioral Sciences, 2013
Determining pre-existing ideas is an important strategy to construct learning environment and improve learning. This study is designed to reveal Turkish candidate science teachers' pre-existing ideas about some basic astronomy concepts. In fact, this study is a continuation of a study carried on pupils from different grades at secondary and high schools. In this regard, the study is remarkable to allow a comparison between perceptions of the candidate teachers and pupils. The participants of the study were 118 candidate science teachers from two universities. A data meaning-analysis table was used as the data collection tool. The gathered data was analyzed through classifying, which was shown in tables. The findings have showed that the candidate teachers did not have adequate knowledge to match the given astronomy concepts with their characteristics. In addition, the findings also indicated that consistency of candidate teachers' responses to concepts and examples of these concepts were not sufficient. Based on the findings, some suggestions were made to curriculum developers, researchers and teachers.
In this study, it was aimed to determine the levels of the ability of science teaching fourth grade students to transfer their knowledge of astronomy and space sciences to daily life within the scope of the Astronomy and Space Sciences lesson. For this purpose, the research method was designed as the mixed method including both the quantitative and qualitative process, and the sample of the study consisted of 65 students selected with criterion sampling and easily accessible sampling method. The Astronomy and Space Sciences Knowledge Test (ASSKT) was used in order to measure the students' knowledge of astronomy and space sciences, and the Transfer of the Astronomy and Space Sciences Knowledge to Daily Life Interview Form (TASSDLIF) was used in order to determine the transfer of the astronomy and space sciences knowledge to daily life. The state of the correlation between the ASSKT and TASSDLIF scores of the students was determined in the quantitative part of the study and the le...
Examination of the Transfer of Astronomy and Space Sciences Knowledge to Daily Life
European Journal of Education Studies, 2017
In this study, it was aimed to determine the levels of the ability of science teaching fourth grade students to transfer their knowledge of astronomy and space sciences to daily life within the scope of the Astronomy and Space Sciences lesson. For this purpose, the research method was designed as the mixed method including both the quantitative and qualitative process, and the sample of the study consisted of 65 students selected with criterion sampling and easily accessible sampling method. The Astronomy and Space Sciences Knowledge Test (ASSKT) was used in order to measure the students' knowledge of astronomy and space sciences, and the Transfer of the Astronomy and Space Sciences Knowledge to Daily Life Interview Form (TASSDLIF) was used in order to determine the transfer of the astronomy and space sciences knowledge to daily life. The state of the correlation between the ASSKT and TASSDLIF scores of the students was determined in the quantitative part of the study and the levels of students' ability to transfer the subjects of astronomy and space sciences to daily life were determined in the qualitative part. As a result of the study, a significant, positive and weak level of the relationship was determined between the ASSKT and TASSDLIF scores. It was concluded that there were zero transfer, incomplete transfer and full transfer in the students' states of the ability to transfer their knowledge of astronomy and space sciences to daily life. The subjects with the highest full transfer are "Finding Directions, Telescopes, and Gravity", while the subjects with the lowest full transfer are the "Star Distances, Conception of the Universe, and Earth's Crust".
A Study of Interest in Astronomy Among University Students in Malaysia
Jurnal Pendidikan Fisika Indonesia, 2023
The misconception related to astronomy is fretfully rising in society. This study aims to investigate, (i) level of misconception towards astronomy among university students, (ii) significant difference in students' interest towards astronomy between male and female, (iii) significant difference between science and non-science students' level of knowledge in astronomy, (iv) significant relationship between students' faculties and misconception in astronomy, and (v) significant relationship between the educational background of the respondents' parents and their misconceptions towards astronomy. A qualitative approach was implemented using a set of questionnaires for data collection. The respondents were undergraduate students of with different courses and backgrounds from four different faculties: Faculty of Education, Faculty of Pharmacy, Faculty of Art and Design, and Faculty of Business Management. The data were analyzed using Statistical Package for the Social Science (SPSS). Findings showed that there is a significant difference in students' interest towards astronomy between male and female students, there is a significant different between level of knowledge in astronomy and students' major course, there is significant difference between students' faculties and misconception in astronomy, and there is no significant relationship between the educational background of the respondents' parents and their misconception in astronomy. This study benefits society by clarifying phenomena, distinguishing myth from reality. It aids Science teachers in addressing astronomy misconceptions and helps educators curb their spread.
Astronomy is a field which uniquely combines science, technology and culture. In Malaysia as a multi-cultural country, despite having sent an astronaut into space, astronomy education still has not developed yet. Not much is known about the issues and challenges in astronomy education in Malaysia due to lack of astronomy education research. This study acted as an exploratory study to investigate the attitude of science teachers towards astronomy and astronomy education, hoping to gain insights on the environment in which astronomy education in Malaysia takes place. Thus 14 science teachers were interviewed from 9 different schools and their responses were analyzed via thematic analysis. Generally, the teachers showed positive attitude towards astronomy and revealed myriad of perceptions towards astronomy. It is ascertained that religion plays a pivotal role in shaping the teachers’ perception towards astronomy, consequently their attitude. The teachers associated feeling of gratitude to God to activities related to astronomy such as watching astronomy related television shows and star-gazing. Relevance of astronomy, from their perspective, circulates around their knowledge of indigenous astronomy which is based on religions, mostly. Most of them enjoy teaching astronomy because students show more interest in astronomy lessons compared to other science lessons. The perception of teachers on astronomy education in Malaysia was also explored in this study to identify issues and challenges in astronomy education in Malaysia. They science teachers perceive that astronomy education in schools builds the stage for the students to build interest in astronomy and possibly choose path of career in astronomy. Most of them agreed that students struggle with some conceptual topics in astronomy and they need more teaching aids to understand the topics. This study revealed that some teachers perceive modern astronomy based on their indigenous astronomy knowledge. As a result of that, many teachers hold pseudoscientific beliefs in astronomy. Hence there is a need to increase the understanding of science teachers on nature and philosophy of science so that they do not misinform their students. This study certainly has gone some way towards understanding of the environment in which astronomy education takes place in Malaysia. Hopefully, the ideas in this thesis will serve as a foundation for future researches regarding astronomy education in Malaysia.
Turkish Students' Understandings about Some Basic Astronomy Concepts: A Cross-Grade Study
2012
In the present study, students' ideas concerning some basic astronomy concepts are investigated. One hundred and sixty-two Turkish students at different grades (from primary and secondary school levels) participated in this study. Data of the study were gathered using a test, which required participants to present their answers by both writing and drawing. The results revealed that participants at all grades were not sufficient at written and visual responses, including many alternative ideas. It is thought that the results of this study will extend the related literature and make contribution to the development of astronomy education.
European Journal of Education Studies, 2019
The aim of this study is to determine the effect of formative assessment based learning on students' conceptual understanding levels regarding basic astronomical concepts. The study was conducted in a public primary school with 24 5 th graders. The study group was applied a 3 phased teaching process based on formative assessment for the duration of 4 lesson periods. The conceptual understanding levels of students were specified by using 4 formative assessment probes prior to and after the process. Findings were presented and assessed in forms of percentage and frequency together with sample student answers. Prior to the teaching process it was determined that conceptual understanding levels of students regarding basic astronomy were rather low and students had developed various misconceptions. The reason for formation of day and night is the exchange of location of the Sun and the Moon, the reason for lunar phases is the Moon being a light source and radiating light from its different parts in different periods, the reason for different seasons to emerge is the distance change of Earth from the Sun, in terms of coming closer and moving away were some frequently observed misconceptions. After the activities the conceptual understanding levels of students showed increase. It was, nevertheless, challenging for them to explain their correct answers. This indicates the necessity of more studies to be conducted in order to develop scientific reasoning skills of students. This study recommends teachers to use formative assessment based education, which proved to be effective in teaching basic astronomical concepts, in science classes actively.