Communicating
Astronomy Education
Research
Anthony Lelliott
Marang Centre for Maths and Science
Education, University of the Witwatersrand,
Johannesburg, South Africa
Tony.Lelliott@wits.ac.za
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Astronomy Education vs Communication
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Credits: Christensen & Russo.
Purpose

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Review of astronomy education
research over a 35-year period from
1974 until 2008.
Studies of school students, teachers
and science centre visitors.
103 peer-reviewed journal articles
examined.
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Methodology

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Narrative review, using qualitative
methods to synthesize
interpretations.
Main criteria: English-language peerreviewed research articles between
1974 and 2008.
Scrutinised their methods,
conceptual frameworks and findings.
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Increase in astronomy education research
1974-2008
40
200
180
35
140
25
120
20
100
80
15
60
10
40
5
20
0
0
1974-78
1979-83
1984-88
1989-93
No. of astronomy articles
1994-98
1999-2003
2004-2008
Mean of all articles
5
Mean no. of all articles
No. of astronomy articles
160
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Topics covered here

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Earth shape
Gravity
Nay/night cycle
Moon Phases
Earth seasons
Spatial scale
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Earth shape

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38 studies; all with children.
Early studies classified conceptions.
Later studies linked conceptions to
mental models.
Controversy over how Earth globe
used in interviews with children.
Recent research: children gradually
develop scientific view of the Earth.
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Gravity


25 studies
Misconceptions about gravity:
• Objects float on the Moon
• Gravity only works in an atmosphere
• There is no gravity in space
• Caused by rotation of Earth

Recommended interventions which
involve confronting peoples’ beliefs
and ideas about gravity.
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The day/night cycle
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35 studies.
Younger children use ideas from their
own experience to explain the
phenomenon (e.g. sun sleeps behind
the hills).
Older children and teachers (having
been exposed to globes etc.)
understand the concept well enough
to provide a scientific explanation.
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The phases of the Moon
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36 studies.
Able to describe the Moon phases,
but are unable to explain why the
phases occur.
Commonest misconception: caused
by Earth’s shadow falling on Moon.
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People
are
heavily
influenced
by poor
book
diagrams
Although
this
diagram is
not to
scale,
there is no
reference
to this on
the page
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Again, this
Internet
diagram is not
to scale, which
can results in
misconceptions
about the Moon
phases
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Real scale of Earth to Moon
Seeing the correct scale could help reduce
misconceptions of Earth’s shadow
Understanding Moon phases

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Only ‘carefully scaffolded conceptual
change interventions’ enabled
students to explain the Earth-SunMoon system coherently.
Attributed this to the degree of the
students’ immersion in the
intervention.
Not an easy topic for communicators,
though models can assist.
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The Seasons
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27 studies
Commonest misconception: ‘distance
theory’: Earth closer to the Sun in
summer and further in winter.
Very little understanding of
scientifically ‘correct’ reason for
seasons.
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Diagrams like
this may
promote the
‘distance
theory’
explanation for
the seasons
As with Moon phases, textbook diagrams,
charts and Internet images may promote
misconceptions.
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Understanding the seasons

Only detailed interventions involving
the key concepts of:
• orbit,
• tilt and
• how radiation falls on a sphere ….
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are able to improve students’
understanding of the topic.
Like Moon phases, not an easy topic
for astro communicators
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Spatial Scale (size, distance etc.)
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9 studies
Different researchers: contrasting opinions
on the ability of children to understand
‘spatial scale’ in astronomy.
Sharp: ‘comparisons involving relative
size, distance, age and time were … useful
and familiar to children’.
Sadler: ‘comprehension of vast
astronomical scales appears to remain
beyond the reach of students’.
Spatial scale: misleading photos
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In an effort to excite or impress, notto-scale diagrams and photos can be
misleading ………
Spatial scale
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Ideal topic for science centres, and
facilities with plenty of space to
demonstrate relative sizes of planets
and distances across solar system
and beyond.
Taking the Solar System for a walk at HartRAO
Implications for communication of
astronomy concepts
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Most concepts are counter-intuitive and
challenging.
Communicators’ role in mediation is vital.
Observations of the sky help, but do not
explain the science.
Don’t expect to change people’s
understanding with a simple didactic
demonstration.
Demonstrations without hands-on activities
unlikely to succeed.
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So what can communicators do?
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Run themed innovative experiences
in astronomy for visitors.
These must use physical (and virtual)
scale models.
Help people to interpret what book
diagrams and Internet images
represent.
Run short courses for teachers.
Disseminate best practice.
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Full version of this presentation is
published as:


Lelliott, A. D., & Rollnick, M. (2010).
Big ideas: a review of astronomy
education research 1974-2008.
International Journal of Science
Education (in press).
Available online at:
http://dx.doi.org/10.1080/09500690
903214546
Tony.Lelliott@wits.ac.za
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