Employing Multimedia Software to Address Common Misconceptions in Astronomy Education: Recognizing Lunar Patterns and Shapes from Different Vantage Points on the Earth. Dmitrii Paniukov Jongpil Cheon Steven M. Crooks Texas Tech University Abstract This MOON project addresses common misconceptions experienced by children and adults in astronomy education, especially understanding and recognizing the lunar phases from different vantage points around the earth. The project also fills a void in available instructional software targeted at this important area of astronomy education. More specifically, this project enables students to observe the Moon s phases from the Northern and Southern hemispheres and to observe the relationship between lunar shape and orientation by manipulating the position of the Moon and observer. Introduction Research shows that the second most important topic in astronomy education, next to the Earth shape, is Moon phases. Research suggests that comprehending the Sun-Earth-Moon relationship is challenging for many people (Lelliott & Rollnick, 2010). Many studies have found several misconceptions about this topic. First, many erroneously believe that the lunar shape, as observed from earth, is determined by the size of the Earth s shadow on the Moon (ecliptic explanation)(barnett & Morran, 2002; Lelliott & Rollnick, 2010; Schoon, 1992). Second, many people believe that the Moon s movement patterns are unpredictable (Trundle, Atwood, & Christopher, 2007). A third misconception concerns the rotational pattern of the Moon around the Earth. For instance, some believe that the Moon orbits the Earth daily, some yearly (Schoon, 1992). Moreover, these misconceptions about the Moon pertain to adults as well as children (Lelliott & Rollnick, 2010). Some studies have shown that state science standards frequently require an understanding of the Moon s shape and location, but no states require students to understand the different perspectives of the Moon s shape and orientation from the Northern and Southern hemispheres. (Sherrod & Wilhelm, 2009). The MOON project addressed these issues in astronomy education and compensates for deficits in instructional software that is widespread on the Internet and in the schools. The authors designed the educational software focusing on global lunar patterns. Its major advantage will be the ability to observe the Moon s phases from both the Northern and the Southern hemispheres simultaneously. The MOON project also enables students to change the Moon s position to find out similarities and differences between lunar shape and orientation. Global Lunar Patterns The global lunar patterns include the shape and orientation of the Moon in reference to various observational positions around the Earth. The following principles, relative to global lunar patterns, are demonstrated in the software project. Shape. Although the lunar shape varies from one day to another, it is similar at any particular day in both hemispheres. Moreover, the pace and direction of change is the same in the Northern and Southern hemispheres. Orientation. In the same hemisphere, the Moon s left-right orientation is similar. However, in the Northern and Southern hemispheres, it is different. 429
Current instructional units Most educational software for teaching and learning about the Moon phases is focused on viewing the Moon from one perceptive primarily from the Earth s Northern hemisphere. The limitation of this approach is obvious. People do not know what the Moon looks like from the Southern hemisphere relative to the Northern hemisphere. Some developers have created three-dimensional educational software to address misconceptions about the lunar phases (Bell & Trundle, 2008; Hobson, Trundle, & Sackes, 2010), these programs have failed to emphasize lunar observations from both hemispheres. Instruction design Our approach is based on the idea of global lunar patterns, and the avenues for children and adults to intuitively understand, first, the Moon s shape and orientation at any given time, and, second, the differences of the lunar view from a variety of observational positions. The authors used the latest instructional technology research, such as Mayer s principles (Mayer, 2009), main assumptions of Cognitive load theory (Sweller, van Merrienboer, & Paas, 1998), etc., to develop interface and instructions, and address the issues and proposed goals outlined above. The MOON project contained two units: Shape and Orientation. The Shape unit includes an introduction to orient learners to think about lunar patterns from different hemispheres (See the Figure 1). Figure 1. After the introduction, learners will compare the lunar shape for Northern, Southern, and for both hemispheres, reviewing similarities and differences of the Moon s illumination part. The main goal of this unit is to teach the idea that lunar shape is the same in the Northern and Southern hemispheres for a given day, but different from day to day (See Figure 2). Lunar orientation patterns are also introduced in this unit to provide a context for a more in-depth exploration of lunar orientation in the next unit. 430
Figure 2. The Shape unit also shows the Moon and the Earth from space, thus the authors believe this module will teach learners the lunar phases from a space prospective (See Figure 3). Figure 3. The Shape unit uses interactive tools to facilitate learning process. Interactive Lunar Calendar shows the current day of the Moon synodic period. A user may click on a particular day and see the Moon shape. Interactive Scroll Bar has the similar functionality, but allows to observe non-discrete changes during the Moon synodic period. The Orientation unit teaches learners that lunar orientation depends only when observer s position changes on latitude. Therefore, the authors developed several modules with interactive scroll bars to simulate observer s movement on an Earth surface (See Figure 4). 431
Figure 4. The authors developed three games that will facilitate learning process of lunar shapes and orientation, and lunar monthly cycle (See Figure 5). Moreover, after each Shape and Orientation parts learners will have multiplechoice questions as assessment tools. Figure 5. The MOON project contains an intuitive interface and help hints. The authors activate learners prior knowledge (e.g. a person may know about the Moon rotation around the Earth or familiar with lunar shapes), connect it with new information (e.g. similarities and differences of Moon s shape and position, depending on observer s hemisphere and day of Moon synodic period), and build effective schemes in the learners memory. The information is presented in a few chunks that could be easily processed by individuals, regardless of their competence level. Furthermore, all features of the instructional software are user-controlled, thus the person may lean in her own pace. 432
The major limitation of the current instruction is not covering a locational pattern (e.g. what is the lunar location in night sky from a learner s courtyard). The authors plan to build this module in the future. Evaluation work The researchers use formative evaluation as an evaluation = method. During and after the process of the MOON project development, to the authors conduct a series of evaluations. These evaluations help the researchers improve the MOON project. The authors engaged subject matter experts to review the draft materials during the development stage and after final release of the MOON project. Also, one-on-one and small group evaluations would be conducted. References 1. Barnett, M., & Morran, J. (2002). Addressing children's alternative frameworks of the Moon's phases and eclipses. International Journal of Science Education, 24(8), 859-879. 2. Bell, R. L., & Trundle, K. C. (2008). The use of a computer simulation to promote scientific conceptions of moon phases. Journal of Research in Science Teaching(45 (3)), 346-372. 3. Hobson, S. M., Trundle, K. C., & Sackes, M. (2010). Using a planetarium software program to promote conceptual change with young children. Journal of Science Education and Technology(19 (2)), 165-176. 4. Lelliott, A., & Rollnick, M. (2010). Big Ideas: A review of astronomy education research 1974-2008. International Journal of Science Education, 32(13), 1771-1799. 5. Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, NY US: Cambridge University Press. 6. Schoon, K. J. (1992). Students alternative conceptions of earth and space. Journal of Geological Education(40), 209-214. 7. Sherrod, S. E., & Wilhelm, J. (2009). A Study of How Classroom Dialogue Facilitates the Development of Geometric Spatial Concepts Related to Understanding the Cause of Moon Phases. International Journal of Science Education, 31(7), 873-894. 8. Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3), 251-296. 9. Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2007). Fourth grade elementary students' conceptions of standards-based lunar concepts. International Journal of Science Education(29 (5)), 595-616. 433