Differences in Students' Understanding of Lunar Phases: A Quasi-Experimental Study

• In Event: 28.088 - Fairmont Royal York Roundtable Session Four
  In Roundtable Session: 28.088-7 - Middle-Grades STEM Teaching and Learning

Abstract

Prior studies have shown relationships between students’ spatial abilities and understanding of scientific phenomena (see Author, 2018b). This quasi-experimental study builds on previous research and examines differences between groups of students’ spatial-scientific development from pre- to post- implementation of a spatially integrated Earth/Space unit compared to a Business as Usual (BAU) unit. Findings showed a significant difference between experimental and BAU groups on the LPCI (F(1,225) = 19.796, p = 0.000). Experimental groups also showed higher partial 2 supporting the effect of the treatment. If we better understand how classroom experiences are instrumental in students’ developmental understanding of spatial-scientific content, we can provide more focused interventions to better promote spatial-scientific reasoning to better prepare all students’ in STEM.

Authors

• Merryn Cole, University of Nevada - Las Vegas

• Jennifer A. Wilhelm, University of Kentucky