IMPACT OF A SUNDIAL SCIENCE CURRICULUM ON ELEMENTARY STUDENTS AND TEACHERS

Introduction

This research project examined changes in elementary students' conceptions of the seasons as the result of teachers' knowledge and attitude on the topic. The research was rooted in the theory of conceptual change. Previous research has shown that adults and children have an incorrect conception of the cause of the seasons (e.g., Driver, 1981; Schneps & Sadler, 2003). Because the seasons and Earth's motion about the Sun are generally first taught in the elementary grades, appropriate instruction at this key stage may help students develop the desired conceptions (Lindgren, 2003). This study sought to answer the research question:

How do teachers' beliefs and knowledge of seasons impact on students' conceptions of the seasons?

Methodology

Three elementary classes participated in this qualitative study. Teacher data on science conceptions and attitudes and beliefs were collected at the beginning of the study. Teachers were also interviewed about their attitudes and teaching practices. Student data on science conceptions was collected before and after instruction.

Results

Complete data was returned for two classes. Teacher A had a lower attitude toward science teaching than Teacher B and did not frequently seek science resources from the community. Additionally, Teacher A showed a weak understanding of students' prior knowledge and conceptual change instruction. As a result, there was evidence of rote repetition on the posttests of Teacher A's students. Teacher A also held more misconceptions about seasons; students' posttest responses were less accurate than pretest responses. By contrast, Teacher B had a higher attitude toward science teaching, showed greater recognition of the challenges of conceptual change instruction, and often used community resources and outside experts. Some responses by Teacher B's students indicate improvements in conceptions of the seasons. Yet Teacher B often ascribed misconceptions to students' developmental stages, not challenging them to question their prior conceptions or accept new ones. Possibly as a result, few students responded to all posttest questions to explain their conceptions.