Implementing Context-based Educational Interventions To Address Alternative Concepts Of The Sun, Earth, And Moon Among Fifth-grade Students
This study
explores the efficacy of a context-based educational approach in elucidating
and rectifying alternative conceptions among fifth-grade students concerning
the astronomical subjects of the “Sun, Earth, and Moon.” The research employed
a mixed-methods approach, integrating structured and semi-structured interviews
with pre-tests, post-tests, and retention tests to assess the students’
conceptual understanding. The findings revealed that alternative conceptions
were prevalent regarding the Earth’s shape, the relative sizes of the Moon and
Sun, the Earth’s rotation and orbit, and the Moon’s phases and structure. The
study’s context-based approach, aligned with contemporary educational theories,
demonstrated significant effectiveness in addressing these alternative
conceptions, enhancing students’ conceptual understanding and retention. The
research emphasizes the importance of context-based learning in scientific
education and provides recommendations for curriculum development, teacher
training, and future research directions.
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