Knowledge on the structure of the solar system in teacher education students: the role of national context and gender
DOI:
https://doi.org/10.7346/sird-012024-p100Keywords:
astronomy education, comparative study, preservice teachers, solar systemAbstract
For many centuries, humanity believed the Earth to be the center of the Universe with the Sun and the planets orbiting around it (geocentric model). The Copernican revolution proved all planets in the solar system are instead orbiting around the Sun (heliocentric model). Since Copernicus time, our knowledge has improved exponentially, also thanks to the possibility to observe the solar system from space. The solar system is an essential topic in science literacy, necessary to understand how we measure time and what makes the Earth suitable for life. However, we did not know whether our students retained a basic astronomical knowledge from previous education. Before teaching had started, we asked students in Early Childhood Education Norway (n = 102) and Educational Science in Italy (n = 104) to draw the solar system and classified each student’s drawing according to a 10 points scale. According to the drawing-writing method of assessing students, we assumed that the drawings would reflect their level of knowledge. Based on this classification, we could assign to each student a score ranging from zero to nine. We then fitted a generalized linear model to the model explaining score variation with nationality and gender. The best model explaining knowledge included as explanatory variables nationality, gender, and their interaction. Being male and Norwegian was associated with higher knowledge score. The gender effect was significant only for the Italian students. These results might be consequence of both differences in gender equality and teaching programs between the two countries.
References
Adam, S., Reber, U., Häussler, T., & Schmid-Petri, H. (2020). How climate change skeptics (try to) spread their ideas: Using computational methods to assess the resonance among skeptics' and legacy media. PLoS One, 15(10), e0240089. https://doi.org/10.1371/journal.pone.0240089
Agan, L., & Sneider, C. (2004). Learning about the Earth’s shape and gravity: A guide for teachers and curriculum developers. Astronomy Education Review, 2(2), 90-117. https://doi.org/10.3847/AER2003017
Atta, G., Abdelsattar, A., Elfiky, D., Zahran, M., Farag, M., & Slim, S. O. (2022). Virtual Reality in Space Technology Education. Education Sciences, 12(12), 890. https://www.mdpi.com/2227-7102/12/12/890
Ausubel, D. G. (1963). Cognitive Structure and the Facilitation of Meaningful Verbal Learning1. Journal of Teacher Education, 14(2), 217-222. https://doi.org/10.1177/002248716301400220
Bailey, J. M., & Slater, T. F. (2003). A Review of Astronomy Education Research. Astronomy Education Review, 2, 20-45. https://doi.org/10.3847/aer2003015
Barab, S. A., Hay, K. E., Squire, K., Barnett, M., Schmidt, R., Karrigan, K., Yamagata-Lynch, L., & Johnson, C. (2000). Virtual Solar System Project: Learning through a Technology-Rich, Inquiry-Based, Participatory Learning Environment. Journal of Science Education and Technology, 9(1), 7-25. http://www.jstor.org/stable/40188537
Barrutia, O., & Díez, J. R. (2019). 7 to 13-year-old students’ conceptual understanding of plant nutrition: should we be concerned about elementary teachers’ instruction? Journal of Biological Education, 55, 196 - 216. https://doi.org/10.1080/00219266.2019.1679655
Barthelemy, R. S., McCormick, M., & Henderson, C. (2016). Gender discrimination in physics and astronomy: Graduate student experiences of sexism and gender microaggressions. Physical Review Physics Education Research, 12(2). https://doi.org/10.1103/PhysRevPhysEducRes.12.020119
Başpınar, P. (2020). An Interdisciplinary Approach to Elementary Astronomy Teaching. Journal of Higher Education Theory and Practice, 20(15). https://doi.org/10.33423/jhetp.v20i15.3946
Bektasli, B. (2013). The Development of Astronomy Concept Test for Determining Preservice Science Teachers' Misconceptions About Astronomy. Education & Science/Egitim ve Bilim, 38(168).
Berra, M., & Cavaletto, G. M. (2020). Overcoming the STEM Gender Gap: from School to Work. Italian Journal of Sociology of Education, 12(2), 1-21. https://doi.org/10.14658/pupj-ijse-2020-2-1
Bian, L., Leslie, S.-J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science, 355(6323), 389-391. https://doi.org/10.1126/science.aah6524
Biemmi, I. (2015). Gender in schools and culture: taking stock of education in Italy. Gender and Education, 27(7), 812-827. https://doi.org/10.1080/09540253.2015.1103841
Biggs, J., & Moore, P. (1993). The process of learning (3rd ed.). Prentice Hall.
Bozzato, P., Fabris, M. A., & Longobardi, C. (2021). Gender, stereotypes and grade level in the draw-a-scientist test in Italian schoolchildren. International Journal of Science Education, 43(16), 2640-2662. https://doi.org/10.1080/09500693.2021.1982062
Callanan, M. A., Shirefley, T. A., Castañeda, C. L., & Jipson, J. L. (2019). Young Children's Ideas About Astronomy. Journal of Astronomy and Earth Sciences Education, 6(2), 45-58. https://doi.org/10.19030/jaese.v6i2.10339
Carli, L. L., Alawa, L., Lee, Y., Zhao, B., & Kim, E. (2016). Stereotypes About Gender and Science:Women ≠ Scientists. Psychology of Women Quarterly, 40(2), 244-260. https://doi.org/10.1177/0361684315622645
Celikler, D., & Aksan, Z. (2014). Determination of Knowledge and Misconceptions of Pre-service Elementary Science Teachers about the Greenhouse Effect by Drawing. Procedia - Social and Behavioral Sciences, 136, 452-456.
Chongsuvivatwong, V. (2018 ). epiDisplay: Epidemiological Data Display Package. R package version 3.5.0.1. https://CRAN.R-project.org/package=epiDisplay
Cimpian, J. R., Kim, T. H., & McDermott, Z. T. (2020). Understanding persistent gender gaps in STEM. Science, 368(6497), 1317-1319. https://doi.org/10.1126/science.aba7377
Del Vicario, M., Bessi, A., Zollo, F., Petroni, F., Scala, A., Caldarelli, G., Stanley, H. E., & Quattrociocchi, W. (2016). The spreading of misinformation online. Proceedings of the National Academy of Sciences of the United States of America, 113(3), 554-559. https://doi.org/10.1073/pnas.1517441113
Duncan, D., & Arthurs, L. (2012). Improving Student Attitudes about Learning Science and Student Scientific Reasoning Skills. Astronomy Education Review. https://doi.org/10.3847/AER2009067
Eshach, H., & Fried, M. N. (2005). Should Science be Taught in Early Childhood? Journal of Science Education and Technology, 14(3), 315-336. https://doi.org/10.1007/s10956-005-7198-9
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Hastedt, D., Eck, M., Kim, E., & Sass, J. (2021). Female science and mathematics teachers: Better than they think? IEA Compass: Briefs in Education, 13. https://online.flippingbook.com/view/657596328/
Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary Learning: Process and Outcomes. Innovative Higher Education, 27(2), 95-111. https://doi.org/10.1023/A:1021105309984
Kallery, M. (2011). Astronomical Concepts and Events Awareness for Young Children. International Journal of Science Education, 33(3), 341-369. https://doi.org/10.1080/09500690903469082
Kanli, U. (2014). A Study on Identifying the Misconceptions of Pre-service and In-service Teachers about Basic Astronomy Concepts. Eurasia Journal of Mathematics Science and Technology Education, 10(5), 471-479. https://doi.org/10.12973/eurasia.2014.1120a
Kata, A. (2010). A postmodern Pandora's box: Anti-vaccination misinformation on the Internet. Vaccine, 28(7), 1709-1716. https://doi.org/10.1016/j.vaccine.2009.12.022
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z
Korur, F. (2015). Exploring Seventh-Grade Students' and Pre-Service Science Teachers' Misconceptions in Astronomical Concepts. Eurasia Journal of Mathematics Science and Technology Education, 11(5), 1041-1060. https://doi.org/10.12973/eurasia.2015.1373a
Köse, S. (2008). Diagnosing Student Misconceptions: Using Drawings as a Research Method. World Applied Sciences Journal, 3(2), 283-293. https://api.semanticscholar.org/CorpusID:62602328
Landrum, A. R., Olshansky, A., & Richards, O. (2021). Differential susceptibility to misleading flat earth arguments on youtube. Media Psychology, 24(1), 136-165. https://doi.org/10.1080/15213269.2019.1669461
Lelliott, A., & Rollnick, M. (2010). Big Ideas: A review of astronomy education research 1974–2008. International Journal of Science Education, 32(13), 1771-1799. https://doi.org/10.1080/09500690903214546
Melis, C., Falcicchio, G., Wold, P. A., & Billing, A. M. (2021). Species identification skills in teacher education students: the role of attitude, context and experience. International Journal of Science Education, 43(11), 1709-1725. https://doi.org/10.1080/09500693.2021.1928326
Melis, C., & Wold, P. A. (2021). Kindergarten Teacher Students’ Knowledge Regarding Crucial Environmental Challenges. Nordic Studies in Science Education, 17(3). https://doi.org/10.5617/nordina.8087
Ministero dell'Università e della Ricerca. (2010). National indications regarding the specific learning objectives concerning the activities and teachings included in the study plans for the high school courses referred to in article 10, paragraph 3, of the decree of the President of the Republic of 15 March 2010, n. 89, in relation to article 2, paragraphs 1 and 3, of the same regulation [In Italian]. https://www.gazzettaufficiale.it/gunewsletter/dettaglio.jsp?service=1&datagu=2010-12-14&task=dettaglio&numgu=291&redaz=010G0232&tmstp=1292405356450
Ministero della Pubblica Istruzione. (2007). Indications for the curriculum for preschool and for the first cycle of education [In Italian]. Retrieved 23.10.2023 from https://archivio.pubblica.istruzione.it/normativa/2007/allegati/dir_310707.pdf
Ministero della Pubblica Istruzione. (2012). Indications for the curriculum for preschool and for the first cycle of education [In Italian]. Retrieved 30.10.2023 from https://www.miur.gov.it/documents/20182/51310/DM+254_2012.pdf
National Academies of Sciences, E., & Medicine. (2016). Science literacy: Concepts, contexts, and consequences.
Nilsen, T., & Angell, C. (2014). The importance of discourse and attitude in learning astronomy. A mixed methods approach to illuminate the results of the TIMSS 2011 survey. Nordic Studies in Science Education, 10(1), 16-31. https://doi.org/10.5617/nordina.605
Norwegian Directorate for Education and Training. (2006a). Competence goals and assessment for the Science curriculum after the 1st year of upper secondary school [In Norwegian]. Retrieved 02.11.2023 from https://www.udir.no/kl06/NAT1-01/Hele/Kompetansemaal/etter-vg1
Norwegian Directorate for Education and Training. (2006b). Competence goals and assessment for the Science curriculum after the 7th year of primary school (NAT1-01) [In Norwegian]. Retrieved 25.10.2023 from https://www.udir.no/kl06/NAT1-01/Hele/Kompetansemaal/etter-7.-arstrinn#
Norwegian Directorate for Education and Training. (2020). Competence goals and assessment for the Science curriculum after the 7th year of primary school [In Norwegian]. Retrieved 25.10.2023 from https://www.udir.no/lk20/nat01-04/kompetansemaal-og-vurdering/kv79
Oren, F. S., & Ormancı, Ü. (2014). Exploring pre-service teachers' ideas about the digestive system by using the drawing method. Journal of Baltic Science Education. https://doi.org/10.33225/jbse/14.13.316
Osborne, J., & Pimentel, D. (2023). Science education in an age of misinformation. Science Education, 107(3), 553-571. https://doi.org/10.1002/sce.21790
Rajpaul, V. M., Lindstrom, C., Engel, M. C., Brendehaug, M., & Allie, S. (2018). Cross-sectional study of students' knowledge of sizes and distances of astronomical objects. Physical Review Physics Education Research, 14(2). https://doi.org/10.1103/PhysRevPhysEducRes.14.020108
Raleigh, N. C. (2017). Trump Badly Losing His Fights With Media Public Policy Puller. Retrieved 09.11.2023 from https://www.publicpolicypolling.com/wp-content/uploads/2017/09/PPP_Release_National_22417.pdf
Retrê, J., Russo, P., Lee, H., Penteado, E., Salimpour, S., Fitzgerald, M., Ramchandani, J., Pössel, M., Scorza, C., Christensen, L., Arends, E., Pompea, S., & Schrier, W. (2019). Big Ideas in Astronomy: A Proposed Definition of Astronomy Literacy. The International Astronomical Union Commission C1 Astronomy Education and Development.
Ricardo, T. (2000). University students' conceptions of basic astronomy concepts. Physics Education, 35(1), 9. https://doi.org/10.1088/0031-9120/35/1/301
Rutjens, B. T., Heine, S. J., Sutton, R. M., & van Harreveld, F. (2018). Attitudes Towards Science. In J. M. Olson (Ed.), Advances in Experimental Social Psychology (Vol. 57, pp. 125-165). https://doi.org/10.1016/bs.aesp.2017.08.001
Sachs, J. D., Lafortune, G., Fuller, G., & Drumm, E. (2023). Implementing the SDG Stimulus. Sustainable Development Report 2023. Dublin University Press. https://doi.org/10.25546/102924
Salmon, A. K., & Barrera, M. X. (2021). Intentional questioning to promote thinking and learning. Thinking Skills and Creativity, 40, 100822. https://doi.org/https://doi.org/10.1016/j.tsc.2021.100822
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051x(01)00036-1
Tutto Scuola. (2017). The map of the gender ratio in the classroom. [In Italian]. Retrieved 02.11.2023 from https://www.tuttoscuola.com/la-mappa-del-rapporto-genere-cattedra/
Vygotsky, L. S. (2012). Thought and language. MIT press.
Wittman, D. (2009). Shaping Attitudes Toward Science in an Introductory Astronomy Course. The Physics Teacher, 47(9), 591-594. https://doi.org/10.1119/1.3264591
World Economic Forum. (2023). The Global Gender Gap Report 2023. Retrieved 13.11.2023 from https://www.weforum.org/publications/global-gender-gap-report-2023/in-full/
Zeileis, A. (2006). Object-oriented computation of sandwich estimators. Journal of Statistical Software, 16(9). https://doi.org/10.18637/jss.v016.i09
Downloads
Published
How to Cite
License
Copyright (c) 2024 Claudia Melis, Gabriella Falcicchio, Per-Arvid Wold, Anna Maria Billing
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors who publish in this magazine accept the following conditions:
- The authors retain the rights to their work and give the magazine the right to first publish the work, simultaneously licensed under a Creative Commons License - Attribution which allows others to share the work indicating the intellectual authorship and the first publication in this magazine.
- Authors may adhere to other non-exclusive license agreements for the distribution of the version of the published work (eg deposit it in an institutional archive or publish it in a monograph), provided that the first publication took place in this magazine.
- Authors can disseminate their work online (eg in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges and increase citations of the published work.
