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Children's Stories Children's Stories about the Moon: about the Moon: Case Studies of Case Studies of Three ChildrenThree Children
Jennifer WilhelmJennifer WilhelmSonya SherrodSonya Sherrod
Texas Tech UniversityTexas Tech UniversityLubbock, Texas, USALubbock, Texas, USA
““Consider how you learned whatever Consider how you learned whatever you consider most valuable. We pick you consider most valuable. We pick up bits and pieces, and suddenly see up bits and pieces, and suddenly see connections; these break or defract, connections; these break or defract, and are recomposed in new ways and are recomposed in new ways with disparate pieces” (Kieran Egan with disparate pieces” (Kieran Egan 1989, p.13). 1989, p.13).
Coming to KnowComing to Know
Piaget and VygotskyPiaget and Vygotsky Piaget (1962) described ways in which concepts are Piaget (1962) described ways in which concepts are
understood by children. understood by children. Spontaneous – family and social interactions, milieuSpontaneous – family and social interactions, milieu School learning – formal transmissionSchool learning – formal transmission
Vygotsky also considered how children come to know Vygotsky also considered how children come to know concepts.concepts. Everyday conceptsEveryday concepts - “connected to family and - “connected to family and
community life and are appropriated through the community life and are appropriated through the child’s experience with objects outside an child’s experience with objects outside an integrated system of knowledge.” integrated system of knowledge.” (Hedegaard, (Hedegaard, 2007, p. 220).2007, p. 220).
Scientific concepts - Scientific concepts - “academic matters and are “academic matters and are appropriated in relation to other concepts within a appropriated in relation to other concepts within a system of knowledge”system of knowledge” (Hedegaard, 2007, p. 220). (Hedegaard, 2007, p. 220).
Developmental Modes of Thought Developmental Modes of Thought of Scientific Concepts Concerning of Scientific Concepts Concerning
the Moonthe Moon Elementary children’s understanding of Elementary children’s understanding of
astronomical phenomena - many alternative astronomical phenomena - many alternative conceptions (Schoon, 1992; Stahly, Krockover, & conceptions (Schoon, 1992; Stahly, Krockover, & Shepardson, 1999; and Dunlop, 2000).Shepardson, 1999; and Dunlop, 2000).
Alternative Conceptions of the cause of moon Alternative Conceptions of the cause of moon phases:phases: Clouds covering the part of the moon; Clouds covering the part of the moon; Planets casting a shadow on the moon; Planets casting a shadow on the moon; The shadow of the Sun falls on the moon; The shadow of the Sun falls on the moon; The shadow of the Earth falls on the moon; andThe shadow of the Earth falls on the moon; and The correct explanation of the phases are explained in The correct explanation of the phases are explained in
terms of the portion of illuminated side of the moon terms of the portion of illuminated side of the moon visible from Earth (Baxter, 1989, p. 509). visible from Earth (Baxter, 1989, p. 509).
Young Children’s Moon Phase Young Children’s Moon Phase UnderstandingUnderstanding Literature cites children’s and adults’Literature cites children’s and adults’ predominant moon predominant moon
phase misconception to be that of the Earth casting a shadow phase misconception to be that of the Earth casting a shadow on the moon (age 9 and up). on the moon (age 9 and up).
Will children younger than 9 have the shadow misconception? Will children younger than 9 have the shadow misconception? ““Children at ages 6 to 8 could hardly describe shadows Children at ages 6 to 8 could hardly describe shadows
except that they were black in color. The 6-year olds could except that they were black in color. The 6-year olds could not form shadows. They could point to the shadows formed not form shadows. They could point to the shadows formed but could not explain why they appeared” (Sia, 1980, p. 7).but could not explain why they appeared” (Sia, 1980, p. 7).
Feher and Rice (1988) found in interviewing children (ages Feher and Rice (1988) found in interviewing children (ages 8 – 14) that half of the subjects, the younger ones, believed 8 – 14) that half of the subjects, the younger ones, believed that shadows were out at night. that shadows were out at night.
Piaget (as cited in Feher and Rice) stated that “children 5 to Piaget (as cited in Feher and Rice) stated that “children 5 to 9 years of age think of a shadow as ‘a substance that 9 years of age think of a shadow as ‘a substance that emanates from the object themselves’ and ‘travels about.’ emanates from the object themselves’ and ‘travels about.’ Very young children (ages 5 and 6) regard this substance as Very young children (ages 5 and 6) regard this substance as being alive and conscious” (p. 646).being alive and conscious” (p. 646).
ParticipantsParticipants Three female children:Three female children:
Lauren and Emma, both age 6, and Rachel, Lauren and Emma, both age 6, and Rachel, age 8. age 8.
All children lived in the United States (US); All children lived in the United States (US); two resided in the Northern US and one in the two resided in the Northern US and one in the Southern US. Eight-year-old Rachel was Southern US. Eight-year-old Rachel was adopted at the age of 2 from China. adopted at the age of 2 from China.
Lauren and Emma had both just finished Lauren and Emma had both just finished kindergartenkindergarten and Rachel had just finished the and Rachel had just finished the second grade.second grade.
Method of Data Collection and Method of Data Collection and AnalysisAnalysis
Clinical interviews were conducted with Clinical interviews were conducted with children using an interview protocol developed by children using an interview protocol developed by Robert Louisell, Frank Kazemek, and Jerry Wellik Robert Louisell, Frank Kazemek, and Jerry Wellik (2007) while consulting (2007) while consulting The Child’s Conception of The Child’s Conception of the Worldthe World by Jean Piaget (1929). Follow-up by Jean Piaget (1929). Follow-up interviews were also done with mothers of the interviews were also done with mothers of the children.children.
Each interview was audiotaped, videotaped, Each interview was audiotaped, videotaped, and transcribed. All interviews were conducted in and transcribed. All interviews were conducted in family homes. family homes.
As we analyzed the data, we paid careful As we analyzed the data, we paid careful attention to possible cultural influences - everyday attention to possible cultural influences - everyday concepts such as books, stories, siblings, adults, concepts such as books, stories, siblings, adults, friends, movies, and environmental factors – that friends, movies, and environmental factors – that might have contributed to the child’s vision and might have contributed to the child’s vision and understanding of the moon and sky. understanding of the moon and sky.
Research QuestionsResearch Questions
1.1. What moon phases are noticed by children, and why do they think the moon’s appearance changes?
2.2. What are cWhat are children’s ideas on moon size, moon distance, and moon illumination?
3.3. How do the children’s interview How do the children’s interview responses conducted by Piaget (1929) responses conducted by Piaget (1929) regarding the moon compare to ours?regarding the moon compare to ours?
Rachel - Circles and Rachel - Circles and BananasBananas J: It looked like a banana? Show me how it looked like a J: It looked like a banana? Show me how it looked like a
banana? Can you show me with your hands? banana? Can you show me with your hands? Rachel cups her left hand into the shape of a C.Rachel cups her left hand into the shape of a C. J: Okay, did you ever see the moon look any different than a J: Okay, did you ever see the moon look any different than a
banana?banana? R: A circle.R: A circle. J: So sometimes it looks like a circle? Well how come J: So sometimes it looks like a circle? Well how come
sometimes it looks like a circle and sometimes it looks like a sometimes it looks like a circle and sometimes it looks like a banana? banana?
R: Because it is a full moon.R: Because it is a full moon. J: Oh, and when it is a full moon which way does it look?J: Oh, and when it is a full moon which way does it look? R: R: A circle.A circle. J: A circle? J: A circle? So, but why … why does sometimes it looks So, but why … why does sometimes it looks
like a banana and sometimes it looks like a circle, do you like a banana and sometimes it looks like a circle, do you think? think?
R: R: Because the sky is hiding part of it?Because the sky is hiding part of it? J: Oh … okay, because the sky is hiding part of it. So, what in J: Oh … okay, because the sky is hiding part of it. So, what in
the sky is hiding part of the moon? the sky is hiding part of the moon? Rachel is silent and then says she does not know.Rachel is silent and then says she does not know.
The moon looked like a The moon looked like a banana.banana.
Rachel stands in front of her kitchen wallpaper border.
Interview with MotherInterview with Mother Rachel’s mother Rachel’s mother
described how they described how they sometimes saw the sometimes saw the moon through their moon through their front front PalladianPalladian window, which faces window, which faces east,east, and how and how Rachel often became Rachel often became excited when she excited when she saw the full moon or saw the full moon or a “sliver of a moon” a “sliver of a moon” through the window. through the window.
Photo of waxing crescent and waxing gibbous moon
(Menzel and Pasachoff, 1983, p. 322).).
Emma first reported having Emma first reported having observed a blue circular moon observed a blue circular moon and also said, later in her and also said, later in her interview, having viewed both the interview, having viewed both the waxing crescent and gibbous waxing crescent and gibbous moons. When asked why the moons. When asked why the moon sometimes appeared moon sometimes appeared differently, she responded, differently, she responded, ““Because the sky covers it upBecause the sky covers it up”.”.
LaurenLauren J: So why does the moon sometimes look like this J: So why does the moon sometimes look like this
(the waxing crescent)(the waxing crescent) and why does it sometimes and why does it sometimes look like that look like that (the waxing gibbous)(the waxing gibbous)??
L: L: Maybe sometimes it’s happy and it looks like Maybe sometimes it’s happy and it looks like the sun the sun (the waxing gibbous)(the waxing gibbous), and sometimes , and sometimes it’s grumpy and it looks like this it’s grumpy and it looks like this (the waxing (the waxing crescent)crescent)..
J: So this one is happy when it looks like the sun?J: So this one is happy when it looks like the sun? L: Yeah!L: Yeah! J: … and then sometimes it’s grumpy and it looks like J: … and then sometimes it’s grumpy and it looks like
that?that? L: Yeah.L: Yeah. J: Okay…J: Okay… L: L: Because when you turn it Because when you turn it (the waxing (the waxing
crescent)crescent) over it looks like a sad grumpy face. over it looks like a sad grumpy face.
Sometimes the Moon is grumpy.
The children illustrate the The children illustrate the moon’s size using their moon’s size using their
hands, arms, and fingers.hands, arms, and fingers.
LaurenLauren J: Well, which one is closer, the sun or the J: Well, which one is closer, the sun or the
moon?moon? L: The sun to me, I think.L: The sun to me, I think. J: The sun is closer?J: The sun is closer? L: Uhmm.L: Uhmm. J. And why do you think that?J. And why do you think that? L: Because it’s brighter.L: Because it’s brighter.
EmmaEmma J: Which one is closer, the moon or the J: Which one is closer, the moon or the
sun?sun? E: The moon.E: The moon. J: How do you know that?J: How do you know that? E: Because I have a friend … um … he lived E: Because I have a friend … um … he lived
just two streets and … um … it’s closer.just two streets and … um … it’s closer. J: The moon is closer?J: The moon is closer? E: Uh-huh.E: Uh-huh. J: Because your friend lives two streets J: Because your friend lives two streets
away?away? E: Uh-huh.E: Uh-huh.
SummarySummary All children began by describing either a circular All children began by describing either a circular
moon (full moon) or a waning crescent (banana or C-moon (full moon) or a waning crescent (banana or C-shaped moon). shaped moon).
Rachel and Emma explained the appearance of Rachel and Emma explained the appearance of different shaped moons to be caused by the sky hiding different shaped moons to be caused by the sky hiding or covering part of the moon. Lauren gave the moon or covering part of the moon. Lauren gave the moon animistic qualities and stated that the moon changed animistic qualities and stated that the moon changed shaped based on its feelings.shaped based on its feelings.
All three children said that the moon was far away. All three children said that the moon was far away. Rachel and Emma stated that the moon was closer Rachel and Emma stated that the moon was closer than the Sun. Emma thought this was true since she than the Sun. Emma thought this was true since she had observed the Moon over a friend’s house. Lauren had observed the Moon over a friend’s house. Lauren said the Sun was closer than the moon, since the Sun said the Sun was closer than the moon, since the Sun was brighter.was brighter.
Emma displayed the moon’s size as smallest Emma displayed the moon’s size as smallest (somewhat more in line with the size one might (somewhat more in line with the size one might observe from a direct viewing). Rachel showed a observe from a direct viewing). Rachel showed a moon’s size of about an arm’s length, and Lauren moon’s size of about an arm’s length, and Lauren stated that the moon was as large as a room. stated that the moon was as large as a room.
ConclusionConclusion By understanding how children think about By understanding how children think about
the moon’s size, and the moon’s distance the moon’s size, and the moon’s distance from Earth and its relative distance to Earth from Earth and its relative distance to Earth in comparison with the sun’s distance, we can in comparison with the sun’s distance, we can better see what children bring to the better see what children bring to the classroom where their “school learning” classroom where their “school learning” begins. begins.
This particular question sequence was This particular question sequence was needed to provide a lens on children’s needed to provide a lens on children’s everyday learning and reasoning. As we can everyday learning and reasoning. As we can see from our study and the literature, see from our study and the literature, children possess fragments of understanding children possess fragments of understanding that need to break and recompose. that need to break and recompose.
The reconstruction occurs in the formal The reconstruction occurs in the formal school environment with teachers, school environment with teachers, models, and textbooks. However, this models, and textbooks. However, this is often done with inappropriate is often done with inappropriate models, with incorrect scaling, with models, with incorrect scaling, with textbooks illustrating inaccurate textbooks illustrating inaccurate diagrams and representations, and all diagrams and representations, and all too often, with teachers who possess too often, with teachers who possess many alternate conceptions of their many alternate conceptions of their own.own.
