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-p100Parole chiave:
Educazione Astronomica, Insegnanti In Pre-Servizio, Sistema Solare, Studio ComparativoAbstract
Per molti secoli l'umanità ha creduto che la Terra fosse il centro dell'Universo con il Sole e i pianeti in orbita attorno ad essa (modello geocentrico). La rivoluzione copernicana ha dimostrato che tutti i pianeti del sistema solare orbitano invece attorno al Sole (modello eliocentrico). Dai tempi di Copernico, le nostre conoscenze sono migliorate in modo esponenziale, anche grazie alla possibilità di osservare il sistema solare dallo spazio. Il sistema solare è un argomento essenziale nell’alfabetizzazione scientifica, necessario per capire come misuriamo il tempo e cosa rende la Terra adatta alla vita. Per questo motivo ci siamo chiesti se i nostri studenti conservassero una conoscenza astronomica di base derivante dall'istruzione precedente. Prima dell’inizio dell’insegnamento, abbiamo chiesto agli studenti dei corsi di educazione della prima infanzia in Norvegia (n = 102) e scienze dell’educazione in Italia (n = 104) di disegnare il sistema solare, partendo dalla premessa che i disegni riflettessero il loro livello di conoscenza. Sulla questa base abbiamo assegnato ad ogni studente un punteggio da zero a nove. Abbiamo quindi usato un modello statistico per spiegare la variazione del punteggio in base alla nazionalità e al genere. Il miglior modello includeva come variabili esplicative la nazionalità, il genere e la loro interazione. L’effetto di genere è risultato significativo solo per gli studenti italiani. Questi risultati potrebbero essere la conseguenza sia delle differenze nell’uguaglianza di genere che nei programmi di insegnamento tra i due paesi.
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