{"title":"空间思维在天文学学习进程中的作用","authors":"J. Plummer","doi":"10.1080/03057267.2013.869039","DOIUrl":null,"url":null,"abstract":"The big idea of celestial motion, observational astronomy phenomena explained by the relative position and motion of objects in the solar system and beyond, is central to astronomy in primary and secondary education. In this paper, I argue that students’ progress in developing productive, scientific explanations for this class of astronomical phenomena can be defined by the increasing sophistication of spatial knowledge and reasoning in the domain. Drawing upon literature on children’s ideas about celestial motion, instruction that supports progress in that domain and literature on spatial thinking, I developed a learning progression (LP) framework that integrates cognition, instruction and assessment to understand student learning in this domain. This framework was applied to a study of children learning to explain the daily celestial motion of the Sun, Moon and stars, and the phases of the Moon. The application of the LP framework to analyse teaching sequences in astronomy extends this review by illustrating how progress within these phenomena is shaped by students’ ability to visualise the appearance of objects and their motions across moving frames of reference.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2013.869039","citationCount":"79","resultStr":"{\"title\":\"Spatial thinking as the dimension of progress in an astronomy learning progression\",\"authors\":\"J. Plummer\",\"doi\":\"10.1080/03057267.2013.869039\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The big idea of celestial motion, observational astronomy phenomena explained by the relative position and motion of objects in the solar system and beyond, is central to astronomy in primary and secondary education. In this paper, I argue that students’ progress in developing productive, scientific explanations for this class of astronomical phenomena can be defined by the increasing sophistication of spatial knowledge and reasoning in the domain. Drawing upon literature on children’s ideas about celestial motion, instruction that supports progress in that domain and literature on spatial thinking, I developed a learning progression (LP) framework that integrates cognition, instruction and assessment to understand student learning in this domain. This framework was applied to a study of children learning to explain the daily celestial motion of the Sun, Moon and stars, and the phases of the Moon. The application of the LP framework to analyse teaching sequences in astronomy extends this review by illustrating how progress within these phenomena is shaped by students’ ability to visualise the appearance of objects and their motions across moving frames of reference.\",\"PeriodicalId\":49262,\"journal\":{\"name\":\"Studies in Science Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2014-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/03057267.2013.869039\",\"citationCount\":\"79\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/03057267.2013.869039\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03057267.2013.869039","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Spatial thinking as the dimension of progress in an astronomy learning progression
The big idea of celestial motion, observational astronomy phenomena explained by the relative position and motion of objects in the solar system and beyond, is central to astronomy in primary and secondary education. In this paper, I argue that students’ progress in developing productive, scientific explanations for this class of astronomical phenomena can be defined by the increasing sophistication of spatial knowledge and reasoning in the domain. Drawing upon literature on children’s ideas about celestial motion, instruction that supports progress in that domain and literature on spatial thinking, I developed a learning progression (LP) framework that integrates cognition, instruction and assessment to understand student learning in this domain. This framework was applied to a study of children learning to explain the daily celestial motion of the Sun, Moon and stars, and the phases of the Moon. The application of the LP framework to analyse teaching sequences in astronomy extends this review by illustrating how progress within these phenomena is shaped by students’ ability to visualise the appearance of objects and their motions across moving frames of reference.
期刊介绍:
The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to:
maintaining and developing the highest standards of scholarship associated with the journal;
publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin;
publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity.
Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers.
Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.