We examined the durability of students’ understanding of lunar phenomena one year after a combination of planetarium and classroom lessons. Children (N=16) were interviewed before and after instruction during Year 1 and then again one year later. Analysis of the interview results and instruction reveals that many students retained an understanding of some of the key constructs targeted in the program. Results also suggest that students were more likely to learn and remember challenging constructs that they actively engaged with in both the planetarium and the classroom.
TEAM MEMBERS
Pennsylvania State University
Contributor
Arcadia University
Contributor
Citation
Publication Name:
The Planetarian
Volume:
43
Number:
4
Page Number:
18
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