New Perspectives in Science Education
Science teachers’ perspectives about the teaching of astronomical phenomena using 3D models
Charles Bonello, University of Malta (Malta)
Andrea Farrugia, University of Malta (Malta)
Abstract
Physics and science teachers use 2D resources, such as videos, when teaching about 3D astronomical phenomena at secondary level. To visualise such concepts, students require high levels of spatial ability so as to extrapolate a 3D image from a 2D resource [Gardner, H. (1995), Plummer, J. D. (2014)]. This presents a number of challenges for students as their level of spatial ability might not support their learning about these phenomena. These challenges can be approached through a pedagogy that focuses on visualisation of scientifc phenomena through a number of resources such as models [Wellington, J., & Krugla-Smolska. (2002)]. The research investigated the question ‘Can the use of 3-D models support the teaching of astronomical phenomena at secondary level?’ These models were designed for use with the theme “The Earth and the Universe” found in the local Physics Secondary Education Certificate [SEC] syllabus and the theme “Earth and Space” of the middle school science syllabus. In both cases, the 3D models were adapted to support a particular age group. Focus group interviews probed into the teachers’ perspectives about the use of 3D models in physics teaching and an evaluation of the models and resource pack. The feedback provide by the fifteen teachers and ten student-teachers evaluating the packs was encouraging. Participants think that the use of 3D models supported teaching and confirmed the need for such models when presenting 3D phenomena.
Keywords 3D models; Astronomy; Physics, 3D visualization; resource pack.
References
[1] Gardner, H. (1995). “Multiple Intelligences" as a Catalyst. English Journal, 84(8), 16-18.
[2] Plummer, J. D. (2014). Spatial thinking as the dimension of progress in an astronomy learning progression. Studies in Science Education, 50(1), 1-45.
[3] Wellington, J., & Krugla-Smolska. (2002). A text for all reasons [Teaching and Learning Secondary Science: Contemporary issues and Practical Approaches]. Canadian Journal of Science, Mathematics and Technology Education, 2(1), 119-120.
