Augmenting Visualizations with Physical Models in the Moon-Phases Module

Meytal Hans, Technion - Israel Institute of Technology

Yael Kali, Technion - Israel Institute of Technology

Yoav Yair, The Open University, Israel

Research Rationale

• Students have difficulties in understanding the moon phases

because:

• Requires spatial abilities

• Large scale dynamic phenomenon

• Involves understanding the phenomenon from multiple

perspectives (frames of reference) (e.g.: Mulholland & Ginns, 2007; Nussbaum & Novak, 1976; Callison and Wright , 1993)

• Visualizations and physical models can each support learning(e.g.: Hansen et al., 2004; Coyle, Gregory, Luzader, Sadler & Shapiro, 1993; Gazit, Yair & Chen, 2005; Trumper, 2006)

What do we mean by “understanding the moon phases”?

4

Sun light rays

Earth

1

3

5

2

4

Sun light rays

Earth

1

3

5

2

GFEDCBA GFEDCBA

Relating multiple perspectives:

External view (from space) and internal view (from earth - geocentric)

Visualization and the physical model in the WISE moon-phases

GoalsTo examine the effect of the Moon Phases module on: 1. Students’ ability to solve problems regarding the moon phases

2. Students’ ability to solve general spatial ability problems that require

a. relating between different frames of reference

b. Mental rotation (Purdue test)

To explore how students develop their understanding of the moon phases and spatial abilities in this context. To explore how students develop their understanding of the moon phases and their spatial abilities

Quantitative findings: Pre-Post comparisons whole sample (N=202)

Schools (7th-8th)(N=114)

Space club (7th-8th)(N=65)

College(N= 14)

Basic know

ledge

Moon phases

Sun-rise and sun-set

Spatial test 1

Spatial test 2

Basic know

ledge

Moon phases

Sun-rise and sun-set

Spatial test 1

Spatial test 2

Basic know

ledge

Moon phases

Sun-rise and sun-set

Spatial test 1

Spatial test 2

Quantitative findings: Sub-samples

Stages in the development of understanding of the moon-phases

Aha points:

1 - Internal (geocentric) view

2 – Awareness of difference: internal / external views.

3 – Relating internal / external views

4 – Adding relative movement (moon-rise and moon-set)

Learning paths of case-study students (6 pairs)Relative

Movement

Relating internal / external

Awareness internal / external

Internal view

Critical factors in learning (reaching aha points) from the visualization

• Back and forth transitions between visualization (external view) and physical model (internal view)

• Negotiation of understanding between students• Guidance:

• Scaffolding guiding questions in module• Teacher as guide