Building a learning progression for celestial motion: An exploration of students' reasoning about the seasons

Journal of Research in Science Teaching

Volumn 51, Issue 7, 2014, Pages 902-929

  Plummer, Julia D ^a   Maynard, L ^b  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b Pioneer Valley Performing Arts Charter School   (United States)

Author keywords

astronomy; construct map; learning progressions; spatial reasoning

Indexed keywords

ASTRONOMY; CURRICULA; EARTH (PLANET); EDUCATION COMPUTING; STANDARDS;

ASTRONOMY EDUCATIONS; COMPLEX CONNECTIONS; LEARNING PROGRESSIONS; NATIONAL ACADEMIES; NATIONAL RESEARCH COUNCIL; SCIENCE STANDARDS; SPATIAL REASONING; TEMPERATURE CHANGES;

STUDENTS;

EID: 84905977495     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.21151     Document Type: Article

References (83)

1. Alonzo, A. C., &, Steedle, J. T., (2009). Developing and assessing a force and motion learning progression. Science Education, 93, 389-421.
2. Anderson, C. W., &, Cobb, P., (2012). Learning Progressions Footprint Conference Final Report. Washington, DC.
3. Atwood, R. K., &, Atwood, V. A., (1996). Preservice elementary teachers' conceptions of the causes of seasons. Journal of Research in Science Teaching, 33, 553.
4. Baxter, J., (1989). Children's understanding of familiar astronomical events. International Journal of Science Education, 11, 502-513.
5. Black, A., (2005). Spatial ability and earth science conceptual understanding. Journal of Geoscience Education, 53, 402-414. (Pubitemid 41599989)
6. Black, P., Wilson, M., &, Yao, S.-Y., (2011). Road maps for learning: A guide to the navigation of learning progressions. Measurement, 9 (2-3), 71-123.
7. Blown, E., &, Bryce, T., (2010). Conceptual coherence revealed in multi-modal representations of astronomy knowledge. International Journal of Science Education, 32 (1), 31-67.
8. Bond, T. G., &, Fox, C. M., (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). New York, NY: Psychology Press.
9. Brace, N., Kemp, R., &, Snelgar, R., (2009). SPSS for Psychologists (4th ed.). London: Palgrave.
10. Briggs, D. C., &, Alonzo, A. C., (2012). The psychometric modeling of ordered multiple-choice item responses for diagnostic assessment with a learning progression. In, A. Alonzo, &, A. W. Gotwals, (Eds.), Learning progressions in science: Current challenges and future directions (pp. 293-316). Rotterdam: Sense Publishers.
11. Briggs, D. C., Alonzo, A. C., Schwab, C., &, Wilson, M., (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment, 11, 33-63.
12. Brown, N. J. S., &, Wilson, M., (2011). A model of cognition: The missing cornerstone of assessment. Education Psychological Review, 23, 221-234.
13. Carey, S., &, Spelke, E., (1996). Science and core knowledge. Philosophy of Science, 63, 513-533.
14. Corcoran, T. B., Mosher, F. A., &, Rogat, A. D., (2009). Learning progressions in science: An evidence-based approach to reform. (CPRE Report). Philadelphia, PA: Consortium for Policy Research in Education.
15. Coyle, H. P., (1993). Project STAR: The universe in your hands. Dubuque, IA: Kendall/Hunt Publishers.
16. DiSessa, A. A., (2008). A bird's-eye view of the "pieces" vs. "coherence" controversy (from the "pieces" side of the fence). In, S. Vosniadou, (Ed.), International handbook of research on conceptual change (pp. 35-60). Routledge. New York, NY.
17. Duncan, R. G., &, Hmelo-Silver, C. E., (2009). Learning progressions: Aligning curriculum, instruction, and assessment. Journal of Research in Science Teaching, 46 (6), 606-609.
18. Duncan, R. G., &, Rivet, A. E., (2013). Science learning progressions. Science, 339 (6118), 396-397.
19. Duschl, R., Maeng, S., &, Sezen, A., (2011). Learning progressions and teaching sequences: A review and analysis. Studies in Science Education, 47 (2), 123-182.
20. Duschl, R., Schweingruber, H., &, Shouse, A., (2007). Taking Science to School. Washington, DC: National Academy Press.
21. Gotwals, A. W., (2012). Learning progressions for multiple purposes: Challenges in using learning progressions. In, A. Alonzo, &, A. W. Gotwals, (Eds.), Learning progressions in science: Current challenges and future directions. (pp. 461-474). Rotterdam: Sense Publishers.
22. Gould, A., Willard, C., &, Pompea, S., (2000). The real reasons for seasons-Sun-Earth connections: Unraveling misconceptions about the Earth and Sun. Lawrence Hall of Science, University of California, Berkeley, CA.
23. Gunckel, K. L., Covitt, B. A., Salinas, I., &, Anderson, C. W., (2012). A learning progression for water in socio-ecological systems. Journal of Research in Science Teaching, 49 (7), 843-868.
24. Hansen, J. A., Barnett, M., MaKinster, J. G., &, Keating, T., (2004). The impact of three-dimensional computational modeling on student understanding of astronomy concepts: A qualitative analysis. International Journal of Science Education, 26, 1555-1575. (Pubitemid 40008529)
25. Hegarty, M., (2010). Components of spatial intelligence. Psychology of Learning and Motivation, 52, 265-296.
26. Heywood, D., Parker, J., &, Rowlands, M., (2013). Exploring the visuospatial challenging of learning about day and night and the Sun's path. Science Education, 97, 772-796.
27. Hsu, Y.-S., (2008). Learning about seasons in technologically enhanced environment: The impact of teacher-guided and student-centered instructional approaches on the process of students' conceptual change. Science Education, 92, 320-344.
28. Ioannides, C., &, Vosniadou, S., (2002). The changing meanings of force. Cognitive Science Quarterly, 2 (1), 5-62.
29. Jackson, T. R., Draugh, J. R., Slack, M. K., Zachry, W. M., &, D'Agostino, J., (2002). Validation of authentic performance assessment: A process suited for Rasch modeling. American Journal of Pharmaceutical Education, 66, 233-253.
30. Jin, H., &, Anderson, C. W., (2012). A learning progression for energy in socio-ecological systems. Journal of Research in Science Teaching, 49, 1149-1180.
31. Kennedy, C. A., Wilson, M., Draney, K., &, Tutunciyan, S., (2007). ConstructMap [computer program]. Berkeley, CA: Berkeley Evaluation and Assessment Center, University of California.
32. Kikas, E., (1998). Pupils' explanations of seasonal changes: Age differences and the influence of teaching. British Journal of Educational Psychology, 68, 505-516. (Pubitemid 128655658)
33. Krajcik, J. S., (2011). Learning progressions provide road maps for the development and validity of assessments and curriculum materials. Measurement, 9, 155-158.
34. Krajcik, J. S., (2012). The importance, cautions and future of learning progression research: Some comments on Richard Shavelson's and Amy Kurpius's "Reflections on Learning Progressions". In, A. Alonzo, &, A. W. Gotwals, (Eds.), Learning progressions in science: Current challenges and future directions. (pp. 27-38). Rotterdam: Sense Publishers.
35. Krajcik, J. S., Sutherland, L. M., Drago, K., &, Merritt, J., (2012). The promise and value of learning progression research. In, S. Bernholt, K. Neumann, &, P. Nentwig, (Eds.), Making it Tangible: Learning Outcomes in Science Education (pp. 261-284). Munster, Germany: Waxmann Verlag.
36. Kucukozer, H., (2008). The effects of 3D computer modeling on conceptual change about seasons and phases of the moon. Physics Education, 43 (6), 632-636.
37. Lee, H.-S., &, Liu, O. L., (2009). Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective. Science Education, 94 (4), 665-688.
38. Lehrer, R., &, Schauble, L., (2012). Seeding evolutionary thinking by engaging children in modeling its foundations. Science Education, 96 (4), 701-724.
39. Lightman, A., &, Sadler, P., (1993). Teacher prediction versus actual student gain. The Physics Teacher, 31, 162-167.
40. Linacre, J. M., (1994). Sample size and item calibration stability. Rasch Measurement Transactions, 7 (4), 328.
41. Liu, X., (2010). Using and developing measurement instruments in science education: A Rasch modeling approach. Charlotte, NC: Information Age Publishing, Inc.
42. Mant, J., &, Summers, M., (1993). Some primary-school teachers' understanding of Earth's place in the universe. Research Papers in Education, 8 (1), 101-129.
43. Mathewson, J., (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education, 83, 33-54.
44. Mohan, L., Chen, J., &, Anderson, C. A., (2009). Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 46, 675-698.
45. Mohan, L., &, Plummer, J. D., (2012). Exploring challenges to defining a learning progression. In, A. Alonzo, &, A. W. Gotwals, (Eds.), Learning progressions in science: Current challenges and future directions (pp. 77-100). Rotterdam, The Netherlands: Sense Publishers.
46. National Center for Educational Statistics. (2010). Common Core of Data (CCD) [Data file]. Retrieved from: http://nces.ed.gov/ccd/
47. National Research Council. (2006). Learning to think spatially: GIS as a Support System in the K-12 curriculum. Washington, DC: National Academies Press.
48. National Research Council. (2012). Framework for K-12 Science Education. Washington, DC: National Academy Press.
49. Neumann, K., Viering, T., Boone, W. J., &, Fischer, H. E., (2013). Towards a learning progression of energy. Journal of Research in Science Teaching, 50 (2), 162-188.
50. NGSS Lead States. (2013). Next Generation Science Standards: For the States, By the States. Achieve, Inc. on behalf of the twenty-six states and partners that collaborated on the NGSS. Retrieved from: http://www. nextgenscience.org/next-generation-science-standards
51. Palen, S., &, Proctor, A., (2006). Astronomy in the K-8 core curriculum: A survey of state requirements nationwide. Astronomy Education Review, 5, 23-35.
52. Parker, J., &, Heywood, D., (1998). The earth and beyond: Developing primary teachers' understanding of basic astronomical events. International Journal of Science Education, 20 (5), 503-520. (Pubitemid 128691668)
53. Plummer, J. D., (2009). A cross-age study of children's knowledge of apparent celestial motion. International Journal of Science Education, 31, 1571-1606.
54. Plummer, J. D., (2012). Challenges in developing and validating an astronomy learning progression. In, A. Alonzo, &, A. W. Gotwals, (Eds.), Learning progressions in science: Current challenges and future directions (pp. 77-100). Rotterdam, The Netherlands: Sense Publishers.
55. Plummer, J. D., (2014). Spatial thinking as the dimension of progress in an astronomy learning progression. Studies in Science Education, 50, 1-45.
56. Plummer, J. D., Kocareli, A., &, Slagle, C., (2014). Learning to explain astronomy across moving frames of reference: Exploring the role of classroom and planetarium-based instructional contexts. International Journal of Science Education 36, 1083-1106.
57. Plummer, J. D., &, Krajcik, J. S., (2010). Building a learning progression for celestial motion: Elementary levels from an Earth-based perspective. Journal of Research in Science Teaching, 47, 768-787.
58. Plummer, J. D., Wasko, K., &, Slagle, C., (2011). Children learning to explain daily celestial motion: Understanding astronomy across moving frames of reference. International Journal of Science Education, 33, 1963-1992.
59. Plummer, J. D., Zahm, V., &, Rice, R., (2010). Inquiry and astronomy: Preservice teachers' investigations in celestial motion. Journal of Science Teacher Education, 21, 471-493.
60. Rivet, A., &, Kastens, K., (2012). Developing a construct-based assessment to examine students' analogical reasoning around physical models in earth science. Journal of Research in Science Teaching, 49, 713-743.
61. Rogat, A., Anderson, C. A., Foster, J., Goldberg, F., Hicks, J., Kanter, D.,..., Wiser, M., (2011). Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series. Consortium for Policy Research in Education. Retrieved from: http://eric.ed.gov/?id=ED536834
62. Sadler, P., (1998). Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments. Journal of Research in Science Teaching, 35 (3), 265-296. (Pubitemid 128459015)
63. Schoon, K. J., (1995). The origin and extent of alternative conceptions in the earth and space sciences: A survey of pre-service elementary teachers. Journal of Elementary Science Education, 7 (2), 27-46.
64. Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D.,..., Krajcik, J., (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46 (6), 632-654.
65. Sharp, J. G., (1996). Children's astronomical beliefs: A preliminary study of Year 6 children in south-west England. International Journal of Science Education, 18 (6), 685-712. (Pubitemid 126713471)
66. Shea, N., &, Duncan, R., (2013). From theory to data: The process of refining learning progressions. Journal of the Learning Sciences, 22, 7-32.
67. Slater, S. J., Morrow, C. A., &, Slater, T. F., (2008). The impact of a kinesthetic astronomy curriculum on the content knowledge of at-risk students. In Paper presented at the meeting of the National Association for Research in Science Teaching, Baltimore, MD.
68. Smith, C. L., Wiser, M., Anderson, C. W., &, Krajcik, J., (2006). Implications of research on children's learning for standards and assessment: A proposed learning progression for matter and the atomic molecular theory. Measurement, 4 (1), 1-98.
69. Sneider, C., Bar, V., &, Kavanagh, C., (2011). Learning about seasons: A guide for teachers and curriculum developers. Astronomy Education Review, 10, 010103-1-22.
70. Songer, N. B., Kelcey, B., &, Gotwals, A. W., (2009). How and when does complex reasoning occur ? Journal of Research in Science Teaching, 46 (6), 610-631.
71. Stevens, S. Y., Delgado, C., &, Krajcik, J. S., (2010). Developing a hypothetical multi-dimensional learning progression for the nature of matter. Journal of Research in Science Teaching, 47 (6), 687-715.
72. Taylor, I., Barker, M., &, Jones, A., (2003). Promoting mental model building in astronomy education. International Journal of Science Education, 25, 1205-1225. (Pubitemid 37496971)
73. Trumper, R., (2006). Teaching future teachers basic astronomy concepts-seasonal change-at a time of reform in science. Journal of Research in Science Teaching, 43 (9), 879-906. (Pubitemid 44812892)
74. Tsai, C.-C., &, Chang, C.-Y., (2005). The effects of instruction guided by the conflict map: Experimental study of learning about the causes of seasons. Journal of Research in Science Teaching, 42 (10), 1089-1111. (Pubitemid 43082516)
75. Vosniadou, S., &, Brewer, W. F., (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-183.
76. Vosniadou, S., &, Ioannides, C., (1998). From conceptual development to science education: A psychological point of view. International Journal of Science Education, 20, 1213-1230. (Pubitemid 128692410)
77. Vosniadou, S., Vamvakoussi, X., &, Skopeliti, I., (2008). The framework theory approach to the problem of conceptual change. In, S. Vosniadou, (Ed.), International handbook of research on conceptual change (pp. 3-34). New York, NY: Routledge.
78. Wai, J., Lubinski, D., &, Benbow, C., (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101, 817-835.
79. Wilhelm, J., (2009). Gender differences in lunar-related scientific and mathematical understandings. International Journal of Science Education, 31 (5), 2105-2122.
80. Willard, T., &, Roseman, J. E., (2007). Progression of understanding the reason for seasons. In Paper presented at the Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Washington, DC.
81. Wilson, M., (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9, 625-636.
82. Wilson, M., (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum Associates.
83. Wilson, M., (2009). Measuring progressions: Assessment structures underlying a learning progression. Journal of Research in Science Teaching, 46 (6), 715-730.