Should frames of reference be enacted in astronomy instruction?

The experiment that we present in this paper explores the teaching of Galilean motion principles observed in different reference frames, in an astronomical context. All grade 10 students in a French high school (the lycée Condorcet, Val de Marne) participated in two successive teaching-learning sess...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Emmanuel Rollinde, Nicolas Decamp, Catherine Derniaux
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/2e7314ca99214afa9becf000d5527d33
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:2e7314ca99214afa9becf000d5527d33
record_format	dspace
spelling	oai:doaj.org-article:2e7314ca99214afa9becf000d5527d332021-12-02T17:58:58ZShould frames of reference be enacted in astronomy instruction?10.1103/PhysRevPhysEducRes.17.0131052469-9896https://doaj.org/article/2e7314ca99214afa9becf000d5527d332021-06-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.013105http://doi.org/10.1103/PhysRevPhysEducRes.17.013105https://doaj.org/toc/2469-9896The experiment that we present in this paper explores the teaching of Galilean motion principles observed in different reference frames, in an astronomical context. All grade 10 students in a French high school (the lycée Condorcet, Val de Marne) participated in two successive teaching-learning sessions, designed within the theoretical framework of embodied cognition. The learning material consisted of two versions of a spatiotemporal aspect map of the Solar System that allowed students to enact and observe trajectories from different points of view. The first was a printed, paper model (PO) that was used individually on a table. The other was a human version (HO). Thus, students enacted movements with either their fingers (PO) or their bodies (HO). Both sessions (HO or PO) used the same activities to illustrate the movements of Earth, Mars, and the Sun during a 24-h and 1-yr period, observed from different reference frames (terrestrial, geocentric, or heliocentric). Students’ conceptual understanding was tested using a questionnaire, which was administrated before and after each session, and three months later. The questionnaire described three situations in which the motion of an object is observed from two different points of view. We expected students to understand that speed and distance traveled were different in both cases. Our initial results suggest that the sessions did have a significant and lasting effect on students’ understanding of the dependence of motions on reference frames. While the degree of embodiment (HO or PO) does not seem to affect conceptual learning, the abstract operation of moving from one reference frame to another is facilitated when one has physically and repeatedly lived it.Emmanuel RollindeNicolas DecampCatherine DerniauxAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 013105 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Emmanuel Rollinde Nicolas Decamp Catherine Derniaux Should frames of reference be enacted in astronomy instruction?
description	The experiment that we present in this paper explores the teaching of Galilean motion principles observed in different reference frames, in an astronomical context. All grade 10 students in a French high school (the lycée Condorcet, Val de Marne) participated in two successive teaching-learning sessions, designed within the theoretical framework of embodied cognition. The learning material consisted of two versions of a spatiotemporal aspect map of the Solar System that allowed students to enact and observe trajectories from different points of view. The first was a printed, paper model (PO) that was used individually on a table. The other was a human version (HO). Thus, students enacted movements with either their fingers (PO) or their bodies (HO). Both sessions (HO or PO) used the same activities to illustrate the movements of Earth, Mars, and the Sun during a 24-h and 1-yr period, observed from different reference frames (terrestrial, geocentric, or heliocentric). Students’ conceptual understanding was tested using a questionnaire, which was administrated before and after each session, and three months later. The questionnaire described three situations in which the motion of an object is observed from two different points of view. We expected students to understand that speed and distance traveled were different in both cases. Our initial results suggest that the sessions did have a significant and lasting effect on students’ understanding of the dependence of motions on reference frames. While the degree of embodiment (HO or PO) does not seem to affect conceptual learning, the abstract operation of moving from one reference frame to another is facilitated when one has physically and repeatedly lived it.
format	article
author	Emmanuel Rollinde Nicolas Decamp Catherine Derniaux
author_facet	Emmanuel Rollinde Nicolas Decamp Catherine Derniaux
author_sort	Emmanuel Rollinde
title	Should frames of reference be enacted in astronomy instruction?
title_short	Should frames of reference be enacted in astronomy instruction?
title_full	Should frames of reference be enacted in astronomy instruction?
title_fullStr	Should frames of reference be enacted in astronomy instruction?
title_full_unstemmed	Should frames of reference be enacted in astronomy instruction?
title_sort	should frames of reference be enacted in astronomy instruction?
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/2e7314ca99214afa9becf000d5527d33
work_keys_str_mv	AT emmanuelrollinde shouldframesofreferencebeenactedinastronomyinstruction AT nicolasdecamp shouldframesofreferencebeenactedinastronomyinstruction AT catherinederniaux shouldframesofreferencebeenactedinastronomyinstruction
_version_	1718378977950695424

Should frames of reference be enacted in astronomy instruction?

Ejemplares similares