Gender Differences of High- and Low-Performing Students’ Spatial Reasoning and Understanding of Lunar Phases

• In Event: Roundtable Session 23
  In Roundtable Session: Phases of the Moon and Student Understandings

Abstract

This study examined differences between two groups of sixth grade students’ spatial-scientific reasoning from pre to post implementation of an astronomy unit. Using a quasi-experimental design, we investigated high and low performing students’ spatial development and scientific understandings of moon phases by gender within and between control and experimental groups. The control group utilized a traditional Earth/Space curriculum and the experimental group used a NASA-based curriculum. A Lunar Phase Concept Inventory (LPCI) was used to assess eight science domains and four mathematics spatial domains. To further examine students’ spatial-scientific reasoning, 24 students were interviewed. The results suggest students with developed ability to make mental manipulations were able to connect and build on that skill to better understand lunar phases.

Authors

• Christa Jackson, University of Kentucky

• Jennifer A. Wilhelm, University of Kentucky

• Amber Sullivan, University of Kentucky

• Ronald Wilhelm, University of Kentucky