Research on Teaching Astronomy in the Planetarium by Timothy F. Slater & Coty B. Tatge

Author:Timothy F. Slater & Coty B. Tatge
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

(ii)hypotheses related to the comparison of traditional and active-learning oriented planetarium program effectiveness for learning specific conceptual ideas;

(iii)hypotheses related to impact of students’ gender in the various learning conditions;

(iv)hypotheses related to differences in learning among high and low-achieving students.

After considerable analysis, she was able to find compelling data in support of participatory planetarium approaches where students manipulated models such as celestial spheres, made sketches describing their observations, and were involved in Socratic-style question and answer dialogues with the teacher. In other words, the concept of the planetarium being an interactive and multi-modal participatory was shown to be educationally superior to a conventional planetarium lecture where students were passive observers or even those planetarium presentations where students were asked questions about what they were seeing. These results were consistent with the interactive notions educational theoreticians of the day were advocating. It seems that earlier participatory planetarium learning experiences were simply not sufficiently participatory to see the achievement that Bishop (1980 ) was able to produce.

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