Technology has dramatically changed learning opportunities in planetaria. In this paper, Plummer and Small examine planetarium professionals’ goals for their audiences and their pedagogical choices. The findings indicate that planetarium professionals place a high value on teaching interactively to achieve their primary goal of increased science interest and learning.
This study can be used by ISE professionals as a source of ideas to guide thinking about the use of a learning progression framework for astronomy education. It is evident from the results that target instruction is necessary as it encourages students toward developing more sophisticated understandings of topics. As students can articulate their learning progressions, they can be useful in measuring students’ understanding relative to a conceptual goal. In addition, this approach connects informal learning to formal learning.
DATE:
TEAM MEMBERS:
Giovanna Scalone
resourceresearchPlanetarium and Science on a Sphere
The participation in a single planetarium program that incorporated kinesthetic learning techniques improved students’ understanding of celestial motion. Even though this study is focused on astronomy and planetariums, it is of relevance to educators who interface with learners at single events or are working with schools to integrate or complement their informal education offerings with the formal curriculum.
Children’s drawings are often used by researchers as an indication of their conceptual understanding. But, to what extent is this approach valid? Do such drawings offer real insight, or are they simply clichéd representations produced by the children? In this study of children’s conception of ‘Earth,’ the researcher concludes that drawings have value only if they are used in conjunction with the children’s own narrative explanation of their drawing.