Virtual Solar System Project

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Virtual Solar System Project
Exploring Elementary Students Learning of
Astronomy Through Model Building

• Michael Barnett
• James G. MaKinster
• John A. Hansen
• Indiana University Bloomington

Center for Research on Learning and Technology
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Need for VSS course

• Computational Modeling Emergence
• The scientific process has been described as the
  process of constructing models for their
  predictive and conceptual value. (Gilbert, 1991)
  
• Computer models engage students (Stratford, 1996)
• Scientific models are used to argue points of
  public interest

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Astronomy Learning

• Students have intrinsic interest in astronomy
• Students have a number of alternative conceptions
  (Sneider Ohadi, 1998)
• Students have a difficult time learning astronomy
  concepts (e.g. Barnett Morran, in press)
• Challenge of understanding relationships between
  objects (Earth, Moon, etc)

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Research Questions

• When students engage in modeling activities, what
  kinds of models can they really construct?
• Does modeling support students in asking
  meaningful questions?
• What processes do students actually go through
  when constructing computer models?

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VSS Course Design

• Project-based (Blumenfeld, et al., 1991)
• Collaborative groups
• Constructing models of the Earth-Moon-Sun System
• Engage in inquiry process
• Students develop and answer their own questions
  about the solar system
• Originally designed for undergraduate astronomy
  courses

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Enabling Technology

• Students construct computer models using Virtual
  Reality software
• Students can post their models on the WWW
• Motivational element
• Students are able to shift their viewpoint from
  one object to another
• Look at Earth from Moons perspective

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VRML modeling software
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Student Model
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Study Context

• 5th grade elementary class
• Rural elementary school
• Length of unit
• Three weeks
• Three days a week
• 50 minutes per class period
• 12 students
• Worked in groups of three

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Study Methods

• Participant Observation
• Interviewed one student from every group at the
  end of every class
• Each group was videotaped
• Used videos, interviews, and researchers notes to
  construct cases of each group

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Results General Findings

• Students constructed sophisticated models of the
  Earth-Moon-Sun system
• Demonstrated eclipses, phases of the Moon, and
  different perspectives
• Students started simple and gradually added
  complexity
• Allowed for detailed exploration of specific
  aspects of the Earth-Moon-Sun system

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Results Case of the Stargazers

• Students had difficulty in critically examining
  their model
• Students simply put objects in their model
• Students did not scale their Sun
• Matt Ok, lets put in a Sun!
• John Where at?
• Jerry Lets put it over there. (pointing to a
  place on the screen to the left of their
  Earth)

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Results Case of the Stargazers

• Students used their model as a tool to learn
  about astronomy and test their own ideas
• Designing their model supported students in
  meaningful discussions
• John (running their model), Ok what do we want
  to do?
• Jerry Lets go to the Moon!
• John Ok (changes his viewpoint to be on the
  Moon).
• Matt Whoa! Look at the Earth?
• Jerry Hey! It has phases. Look it is getting
  dark.
• Matt Yea, I bet if we wait it will be bright
  again, just like the Moon.
• Jerry What if we had a camera on the other side
  of the Moon?
• Matt I dont know lets put one.

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Results Case of the Stargazers

• Students superficially examined their models at
  times
• Instructor was crucial in pushing students to
  critically examine their models
• As time progressed, students used previous
  discussions to inform the design of their model

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Results Case of the Stargazers

• Computer modeling sparked discussion that led to
  additional exploration of astronomical phenomena
• Matt Whoa! Look at the Earth!
• Jerry Hey! It has phases, Look it is getting
  dark.
• Matt Yea, I bet if we wait it will be bright
  again, just like the Moon.
• Jerry What if we had a camera on the other side
  of the Moon?
• Matt I dont know lets put one.

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Discussion

• 5th grade students were able construct
  sophisticated models
• Students needed significant guidance early in the
  model construction process
• Students moved from learning about their model to
  learning with their models
• Students engaged in an iterative modeling process

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Future Work and Remaining Questions

• Does model construction facilitate conceptual
  change?
• Examine student pre-post interviews
• Construct cases for the other student groups
• Cross case analysis to further understand
  students model construction process
• What is gained and lost by having students use
  pre-built models as opposed to having them
  construct models?

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More Information

• For papers and presentations
• http//inkido.indiana.edu/presentations/aera2001/
  
• For more about Virtual Solar System Project at
  Indiana University
• http//vss.crlt.indiana.edu/
• Contact person Michael Barnett
  gmbarnet_at_indiana.edu