Some remarks on a current study involving preservice elementary teachers and some basic astronomical phenomena

TL;DR

This study investigates the misconceptions about basic astronomical phenomena held by preservice elementary teachers and introduces tools to identify these misconceptions, emphasizing the need for targeted training to improve science education.

Contribution

The paper presents new diagnostic tools for revealing persistent misconceptions among preservice teachers regarding fundamental astronomy concepts.

Findings

Many preservice teachers hold non-scientific astronomical ideas.

Misconceptions are deeply rooted and affect teaching quality.

Targeted training is necessary to address these misconceptions.

Abstract

Recent studies have shown that not only primary school students but also their future teachers reach science courses with pre-constructed and consistent models of the world surrounding them. These ideas include many misconceptions which turn out to be robust and hence make difficult an appropriate teaching-learning process. We have designed some tools that proved helpful in putting in evidence some of the most frequently used alternative models on a few basic astronomical notions. We have tested these tools with preservice elementary teachers from various normal schools in Buenos Aires and made a first analysis of the results. The collection of data recovered so far shows that some non-scientific conceptions are indeed part of the prospective teachers' (scientific) background and that, therefore, the issue deserves special attention during their formal training.