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Peer-reviewed article

A longitudinal study of early elementary students' understanding of lunar phenomena after planetarium and classroom instruction

December 1, 2014 | Media and Technology
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
  • 2014 07 24 Julia Plummer July 2013
    Co-Principal Investigator
    Pennsylvania State University
  • Arcadia University
    Contributor
  • Citation

    Publication Name: The Planetarian
    Volume: 43
    Number: 4
    Page Number: 18
    Resource Type: Research Products
    Discipline: Education and learning science | Space science
    Audience: Elementary School Children (6-10) | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Media and Technology | Planetarium and Science on a Sphere

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