Augmenting Visualizations with Physical Models in the Moon-Phases Module
Meytal Hans, Technion - Israel Institute of Technology
Yael Kali, Technion - Israel Institute of Technology
Yoav Yair, The Open University, Israel
Research Rationale
• Students have difficulties in understanding the moon phases
because:
• Requires spatial abilities
• Large scale dynamic phenomenon
• Involves understanding the phenomenon from multiple
perspectives (frames of reference) (e.g.: Mulholland & Ginns, 2007; Nussbaum & Novak, 1976; Callison and Wright , 1993)
• Visualizations and physical models can each support learning(e.g.: Hansen et al., 2004; Coyle, Gregory, Luzader, Sadler & Shapiro, 1993; Gazit, Yair & Chen, 2005; Trumper, 2006)
What do we mean by “understanding the moon phases”?
4
Sun light rays
Earth
1
3
5
2
4
Sun light rays
Earth
1
3
5
2
GFEDCBA GFEDCBA
Relating multiple perspectives:
External view (from space) and internal view (from earth - geocentric)
GoalsTo examine the effect of the Moon Phases module on: 1. Students’ ability to solve problems regarding the moon phases
2. Students’ ability to solve general spatial ability problems that require
a. relating between different frames of reference
b. Mental rotation (Purdue test)
To explore how students develop their understanding of the moon phases and spatial abilities in this context. To explore how students develop their understanding of the moon phases and their spatial abilities
Schools (7th-8th)(N=114)
Space club (7th-8th)(N=65)
College(N= 14)
Basic know
ledge
Moon phases
Sun-rise and sun-set
Spatial test 1
Spatial test 2
Basic know
ledge
Moon phases
Sun-rise and sun-set
Spatial test 1
Spatial test 2
Basic know
ledge
Moon phases
Sun-rise and sun-set
Spatial test 1
Spatial test 2
Quantitative findings: Sub-samples
Stages in the development of understanding of the moon-phases
Aha points:
1 - Internal (geocentric) view
2 – Awareness of difference: internal / external views.
3 – Relating internal / external views
4 – Adding relative movement (moon-rise and moon-set)
Learning paths of case-study students (6 pairs)Relative
Movement
Relating internal / external
Awareness internal / external
Internal view