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RESEARCH PAPER
Alternative Conceptions of Astronomy: How Irish Secondary Students Understand Gravity, Seasons, and the Big Bang
1
School of Physics, National University of Ireland Galway, H91TK33, IRELAND
Publication date: 2021-03-18
EURASIA J. Math., Sci Tech. Ed 2021;17(4):em1950
KEYWORDS
ABSTRACT
To support the development of more robust conceptual knowledge, it is crucial to understand the
alternative conceptions that students bring to the classroom, and how these can be considered
and dealt with through instruction. In this study, we report the alternative conceptions of 498
students enrolled in secondary education in Ireland. A quasi-experimental design elicited student
ideas about gravity, seasons, and the Big Bang. Our results show 15 alternative ideas held by
students across all years, which are analysed with resource framework theory to identify
conceptual resources used to explain each topic. Identification of these conceptual resources
provided rich information about modes of hybrid understanding where students blended formal
physics concepts with daily experiences. These results could support teachers in finding new
instructional approaches to address preconceived knowledge held by students, given that even
senior students held the same alternative ideas as first years.
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