Reference frames and astronomy teaching: the development of a topocentric approach to the lunar phases

Diego Galperin; Andrés Raviolo

Diego Galperin National University of Rio Negro, Bariloche, Argentina http://orcid.org/0000-0002-0705-818X
Andrés Raviolo National University of Rio Negro, Bariloche, Argentina

Abstract

Research related to the teaching and learning of the lunar phases reveals a low level of understanding of this astronomical phenomenon by most students of all educational levels. Therefore, there is a need to develop didactic materials to promote adequate comprehension of this phenomenon and which have been tried out in the classroom. Presented here is the implementation process of a didactic proposal for the teaching of the lunar phases at the primary school level, designed from a topocentric frame of reference. It includes the construction of an explanatory model of the phenomenon, based on observation of the Moon’s motion in the sky. Its usefulness lies in that it does not require students to “place themselves in outer space” to describe the lunar movement and in its direct relationship with what they can observe with the naked eye every day. The proposal includes two diagrams that provide alternative images that support the construction of the model. The results obtained indicate that the proposal is effective in improving primary pupils’ comprehension of the moon phases.

Author Biographies

Diego Galperin, National University of Rio Negro, Bariloche, Argentina

Professor adjunto Director Proyect "Looks to the sky" National University of Rio Negro

Andrés Raviolo, National University of Rio Negro, Bariloche, Argentina

Professor titular Department of Exact, Natural and Engineering SciencesNational University of RÃo Negro

References

Ãlvarez, M., Galperin, D. & Quinteros, C. (2018). IndagaciÃ³n de las concepciones de estudiantes primarios y secundarios sobre los fenÃ³menos astronÃ³micos cotidianos. In Papini, M. (comp.), Las ciencias de la naturaleza y la matemÃ¡tica en el aula: nuevos desafÃos y paradigmas, 129-142. Tandil, Argentina: National University of the Center of the Province of Buenos Aires.

Galperin, D. (2011). Propuestas didÃ¡cticas para la enseÃ±anza de la AstronomÃa. In Insaurralde, M. (coord.), Ciencias Naturales. LÃneas de acciÃ³n didÃ¡ctica y perspectivas epistemolÃ³gicas, 189-229. Buenos Aires, Argentina: Ed. Novedades Educativas.

Galperin, D. y Raviolo, A. (2014). Sistemas de referencia en la enseÃ±anza de la AstronomÃa. Un anÃ¡lisis a partir de una revisiÃ³n bibliogrÃ¡fica. Latin American Journal of Physics Education, 8(1), 136-148.

Galperin, D. & Raviolo, A. (2015). Argentinean studentsâ€™ and teachersâ€™ conceptions of day and night: an analysis in relation to astronomical reference systems. Science Education International, 26(2), 126-147.

Galperin, D. (2016). Sistemas de referencia y enseÃ±anza de las ciencias: el caso de los fenÃ³menos astronÃ³micos cotidianos (Doctoral Thesis). National University of the Center of the Province of Buenos Aires, Tandil, Argentina. <http://ridaa.unicen.edu.ar/xmlui/handle/123456789/896>

[August 10, 2018]

Galperin, D. & Raviolo, A. (2017). AnÃ¡lisis de imÃ¡genes relacionadas con dÃa/noche, estaciones y fases lunares en textos de enseÃ±anza primaria. Revista ElectrÃ³nica de InvestigaciÃ³n en EducaciÃ³n en Ciencias, 12(1), 1-11.

Galperin, D., Prieto, L. y Heredia, L. (2018). Concepciones de docentes sobre las causas de los fenÃ³menos astronÃ³micos cotidianos. In Papini, M. (comp.), Las ciencias de la naturaleza y la matemÃ¡tica en el aula: nuevos desafÃos y paradigmas, 116-128. Tandil, Argentina: National University of the Center of the Province of Buenos Aires.