PRESENTED BY APINYA DHATSUWAN

BY 3D PHENOMENABETWEEN THE SUN, MOON AND EARTH

REPRESENTATION OF

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INTRODUCTIONThe difficulty in developing understandings of astronomical phenomena …(Barnett & Morran 2002; Parker & Heywood 1998; Stahly et al. 1999).

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Day And Night

Lunar And Solar Eclipses

Moon Phases

Reasons For The Seasons

Tide

They have to visualize relationships between objects and events from different 3D perspectives

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INTRODUCTIONDifferent Perspectives

Student have to …• Gain abstract understanding of

dynamic relationships in 3D space • Transform 2D objects into dynamic 3D

without experience • Multiple external (non-Earth-bound

perspectives) not readily available to the learners

2D Limitation• Cannot represent orbital of star in

reality• Unable to illustrate the relationship

and the movement of object in space

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INTRODUCTION

Advantages Explore hypothetical

situations Interact with a simplified

version of a process system Change the time scale of

events Practice tasks and solve

problem in a realistic environment without stress

Support authentic inquiry practices

In comparison with textbooks a lectures, a learning environment with a computer simulation (Berkum and Jong, 1991)

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Significance of Research

Relationships between the Sun, Moon and Earth cause many important phenomena such as day-night, waxing-waning, and eclipse. These topics are taught in first level of elementary school in Thailand. However the topics involve abstract idea and the relationships also difficult for young students. Since relationships are vague enough but students’ textbooks are full of description and pictures. It requires hard work for them to interpret such text and 2D pictures and make mental model. Representation by Physical models is a good idea though they too have some limitations such as material cost and size. Hence, they are used only in astronomic classes or museums. Parker and Heywood (1998) hypothesized that 3D technologies or 3D models could be used to support students in developing scientific understandings of astronomical phenomena. The study of Keating et al. (2002) revealed that 3D computer modeling can be a powerful tool in supporting student conceptualization of abstract scientific phenomena.

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Research Purpose

1. Does the use of developed 3D simulation model enhance primary students’ understanding of the phenomena caused by the orbit of Sun, Moon and Earth?

2. Does the use of developed 3D simulation model improve primary students’ perception of the developed 3D simulation model?

The purpose of this study is to develop the 3D simulation model to enhance primary students’ understanding and perception of the phenomena caused by the orbit of Sun, Moon and Earth. This study focus on answering the following research question:

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Literature ReviewStarry Night

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The activities in Starry Night Elementary are structured as adventures that enable the students to construct their own knowledge of the world around them.

Learn about the movements of the planets, watch the phases of the moon, or see what the stars looked like on the day you were born.

Starry Night lets you identify stars, planets, and constellations with a simple point-and-click interface. The function of planetarium also allow user to observe to Moon in a daytime

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Literature ReviewVirtual Solar System

The Virtual Solar System (VSS) is a non-immersive 3D virtual environment. The VSS which represents the Solar System includes the Sun and the planetary objects, is now available as a commercial product.

The Virtual Solar System contains the sun, planets, moons, asteroids and comets, revolving and rotating on the background of the Milky Way, the stars and constellations.

Some of the students participated in the study developed alternative misconceptions during the interaction. (Gazit et al., 2005)

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Literature ReviewOther Software

AlphaCentaure (2007) and Sky Chart (2007) focuses on the simulation of a star chart but does not simulate the phase of the Moon or different scenes of the sky.

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Other existing 3D websites and simulation software only simulate the observation from one viewing point on the ground or for outer space and means to set the observation time (Sun et al, 2009).

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Objective

FreewareFor students to be able to download.

This study will describe the phenomena caused by relationships between the Sun, Moon and Earth by simulate

Suitable Allow user to be able to flexibly set different periods of time and observe the relative positions of the Sun, Moon and Earth from different point of view with sufficiently high precision of simulation environment.

The use Apply 3D simulation model in inquiry-based instruction allows students to observe the star in the classroom itself in the same way as in the nature.

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Inquiry Based

Instruction

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Methodology and research designResearch Design

This study will use 2 groups pre/post design in order to examine students’ conceptual understanding and their perception.

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Methodology and research designParticipants

2 groups of students

in first level of

elementary school

Ranging in age from 6

to 8 years

Purposive sampling

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Methodology and research designData Collection

Data were collected at various points during the study using pre- and post-conceptual test, semi-structured interview, student drawing and observer field note, in order to cross check between each.

Assessment of outcome will be made by comparing the pre- and post-test and examine how the subject set-up.

Drawings of the cause of the phenomena not only show their conceptual understanding but also allow students to express their idea of the subject and write the description with their own word.

The data from interviews from sampling 10 participants from both groups will help to identify and describe students’ conceptual understanding and perception of the cause of the phenomena.

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Methodology and research designExperimental

First class will learn the phenomena on the relationship between the Sun, Moon and Earth applying inquiry-based instructional that used 2D media in a natural science classroom.

Students from 2 classes of first level of elementary school will be selected by purposive sampling (1 class per group).

Objective of both groups is to have students develop understanding of phenomena caused by the relationships of the Sun, Moon and Earth.

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Methodology and research designExperimental

First class will learn the phenomena on the relationship between the Sun, Moon and Earth applying inquiry-based instructional that used 2D media in a natural science classroom.

Students from 2 classes of first level of elementary school will be selected by purposive sampling (1 class per group).

Objective of both groups is to have students develop understanding of phenomena caused by the relationships of the Sun, Moon and Earth.

Another class will learn those of contents from 3D simulation apply an inquiry-based instructional.

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Methodology and research designPlan for Implement

Class’ Topic Learning Activities

Explain familiar everyday phenomena I - Day and Night (60 minutes)

1. Students will be introduced to the topic by question. (Why it’s dark at night?) 2. Students observe the phenomena from the 3D model. (experimental group

apply the 3D simulation; control group apply their materials textbooks, 2D media)

3. Students discuss about the cause of Day and Night. 4. Students draw conclusion picture with their own captions and descriptions.

Explain familiar everyday phenomena II - Waxing and Waning (60 minutes)

1. Students will be introduced to the topic by question. (How does the Moon look like each night?)

2. Students observe the phenomena from the model. 3. Students discuss about the cause of different phases of the Moon and the

period of phases. 4. Students complete the lunar calendar with their own descriptions.

Explain the cause of eclipse (60 minutes)

1. Student will be introduced to the topic by pictures of eclipse and introducing questions.

2. Students observe the phenomena from the model. 3. Students discuss about the different of solar and lunar eclipse. 4. Students draw conclusion picture with their own captions and descriptions.

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Implementation of the ModelDesign of the Model

The 3D simulation model will represent selected topics about the phenomena caused by relationship between Sun, Moon and Earth as follow;

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Lunar eclipse

Day and Night

Waxing-Waning

Solar eclipse

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Implementation of the ModelKepler’s Equation

The characteristics of the earth’s orbit influence the position and change in position. Kepler’s equation can be used to compute the mean eccentric anomaly (E) by using the mean anomaly (M) where e is the eccentricity of the Earth’s orbit:

M = E – e sin E

This equation is a transcendental equation, and M represents a time constant. Once the solution of E is determined, the location of the earth at any time can be calculated (Zhou, 2006).

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Implementation of the ModelImplementation Tools

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Blender 2.5

GIMP 2.6.7

Python 2.5Blender is a free and open-source 3D computer graphics software product used for creating animated films, visual effects, interactive 3D applications or video games. Blender's features include 3D modeling, UV unwrapping, texturing, animating, rendering, video editing and compositing.

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Implementation of the ModelImplementation Tools

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Blender 2.5

GIMP 2.6.7

Python 2.5GIMP (GNU Image Manipulation Program) is a free software raster graphics editor. It is primarily employed as an image retouching and editing tool and is freely available in versions tailored for most popular operating systems including Microsoft Windows, Apple Mac OS X, and Linux.

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Implementation of the ModelImplementation Tools

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Blender 2.5

GIMP 2.6.7

Python 2.5Python is a general-purpose, high-level programming language whose design philosophy emphasizes code readability. Python supports multiple programming paradigms, primarily but not limited to object-oriented, imperative and, to a lesser extent, functional programming styles.

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Data analysis

The drawing indicated that student have observation and analysis skills and describe their knowledge of what caused the phenomena including their conceptual understanding.

Adapts paired t-test to address 2 groups pre- post-test design.

Data from observer field note and semi-structure interview will be transcribed and coded to identify knowledge and understandings.

Students’ drawings of the cause of the phenomena were scored with a rubric. Scores will be given based on the number of scientific elements on their picture, caption and description.

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Expected results

1. Students enhance their understandings of phenomena caused by the relationship between the Sun, Moon and Earth from the use of the developed 3D simulation model in inquiry based instruction.

2. Students improve their perception of the cause of Day and Night, Waning and Waxing and Eclipse from integrated the developed 3D simulation model and inquiry based instruction.

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Timeframe

Framework Oct, 2011

Nov, 2011

Dec, 2011

Jan, 2012

Design 3D simulation model system of the relationship between the Sun, Moon and Earth.

Develop the 3D simulation model system.

Evaluate the perception of the developed 3D simulation model with pilot group.

Design inquiry activities.

Design methods and tools for collecting data to answer the research questions.

Implement the developed 3D simulation model enhance primary students’ understanding of the phenomena caused by the orbit of the Sun, Moon and Earth.

Evaluate the effectiveness of the developed 3D simulation model enhance primary students’ understanding of the phenomena caused by the orbit of the Sun, Moon and Earth.

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Special Thanks

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