Comparing students’ knowledge of the apparent motion of the Sun and stars across four European countries

Authors

  • Hans Bekaert KU Leuven, Department of Physics and Astronomy and LESEC, Celestijnenlaan 200c – box 2406, 3001 Leuven
  • An Steegen KU Leuven, Department of Earth and Environmental Sciences & LESEC, Celestijnenlaan 200e—box 2409, 3001 Leuven, Belgium https://orcid.org/0000-0001-7011-2452
  • Hans Van Winckel KU Leuven, Department of Physics and Astronomy, Celestijnenlaan 200d—box 2401, 3001 Leuven, Belgium https://orcid.org/0000-0001-5158-9327
  • Wim Van Dooren KU Leuven, Centre for Instructional Psychology and Technology, Dekenstraat 2—box 3773, 3000 Leuven, Belgium https://orcid.org/0000-0001-5002-4340
  • Marco Nicolini Liceo Scientifico Statale "A. Tassoni", Viale Virginia Reiter 66, 41121 Modena, Italy
  • Anna C. Sippel Haus der Astronomie, Königstuhl 17, D-69117, Heidelberg, Germany
  • Christos Staikidis 1st Experimental Junior High School of Thessaloniki, Ethnikis Aminis 26, 546 21 Thessaloniki, Greece
  • Inge Thiering Max-Born-Gymnasium Neckargemuend, Alter Postweg 10, 69151 Heidelberg
  • Mieke De Cock KU Leuven, Department of Physics and Astronomy and LESEC, Celestijnenlaan 200c – box 2406, 3001 Leuven, Belgium https://orcid.org/0000-0002-2489-1528

DOI:

https://doi.org/10.32374/AEJ.2022.2.1.038ra

Keywords:

Apparent motion, Scientific reasoning, Mental models, conceptual understanding

Abstract

In the context of the European Erasmus+ project Teaching ASTronomy at the Educational level (TASTE), we investigated to what extent secondary school students of four participating countries (Belgium, Germany, Greece and Italy) have insight in the Apparent Motion of the Sun and Stars. The systematic design of the AMoSS test instrument allowed us to detect differences in understanding of the apparent motion of the Sun and stars. We administered the test with 12 multiple choice questions to 13-17 years old students of 5 European secondary schools (N=348) during a science lesson in school. We also asked them to explain their choices. We found similar results in the four countries: most students only demonstrate a rudimentary understanding of the apparent motion of the Sun and stars for different times during the day, different times during the year and different locations of the observer on Earth. Moreover, we see a clear distinction between the responses to the Sun-related and the star-related questions. In general, the questions about the Sun are answered more correctly than the questions about the stars. By using one classification system for the four countries we were able to compare written explanations in different languages. In combination with a latent class analysis, we identified different mental models that students use to answer questions about the apparent motion of the Sun and stars.

Author Biography

Anna C. Sippel, Haus der Astronomie, Königstuhl 17, D-69117, Heidelberg, Germany

Second affiliation:

Max-Planck-Institut für Astronomie, Königstuhl 17, D-69117 Heidelberg, Germany

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Published

2022-12-22