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Astronomical Pills one-shot questions about the Universe

This project aims to study the misconceptions about the universe developed by youngsters of different ages. It focuses on the perception of the universe, distances and sizes, how gravity works, and the representation of the environment. By understanding and addressing these misconceptions, educational strategies can be improved.

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Astronomical Pills one-shot questions about the Universe

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  1. Astronomical Pills one-shot questions about the Universe Francesca Cavallotti Simona Romaniello StefanoSandrelli

  2. GOAL To explore the naive view of the universe developed by youngsters of different ages Evolution (if any) of misconceptions over ages and social-educational factors. FOCUS Universe Perception Distances and sizes How gravity works

  3. Environment Representation informal language logical abstraction formal language perception Common-sense framework Scientific-sense framework social relationship hypothetical-deductive reasoning Origin of Misconceptions New (scientific-sense) knowledge modifies itself to fit the pre-existing conceptual scheme.

  4. Misconceptions block the way to new learning (contents and reasoning) By studying misconceptions it is possible to improve educational strategies First analysis on children’ misconceptions only. Piaget’s theory: cognitive development by phases. Modern theories social framework and educational levels other than age are involved. Interaction between cognitive structures and contents play a role.

  5. Misconceptions DO not disappear with age! Since 1970-80 surveys have been done to investigate misconceptions in teen-ager and adult groups Astronomy is important to highlight several misconceptions and to develop abstraction abilities essential to scientific knowledge Enter our work….

  6. School type and grade Sample size >1300 tests in 2 years of school conferences at OAB (2003-2005). 3 age groups: 217 students of 13-14 yrs (intermediate school) 272 students of 14-16 yrs (high school first 2 yrs) 841 students of >16 yrs (high school last 3 yrs) • Questions structure • 2 test versions to allow comparison on same topics. • open- and closed-answer questions • multiple-choice questions with common-sense answers and scientific-sense answers. Test instructions Students were asked to answer questions as quickly as possible to let the spontaneous imaging came out. Preliminary results on 6 of the entire 10-question test.

  7. men women tot 13-14 yrs 14-16 yrs >16 yrs 13-14 yrs 14-16 yrs >16 yrs 44% 46% 56% 30% 33% 21% 13-14 yrs 14-16 yrs >16 yrs 14% 6% 7% Images “from” the Universe If I say Universe, what do you think about? 13-14 yrs 14-16 yrs > 16 yrs Adjectives Infinity Big Space + Objs Everything Nothing Infinity + Objs Infinity + Adjs Infinity + Objs + Adjs Big Space Big Space + Adjs Objects

  8. men women tot Celestial bodies Sun Living beings Mily Way Light points Stars Galaxies Planets Earth Moon Sky Constellations What kind of objects? 13-14 yrs Planets Stars Galaxies 14-16 yrs Dark Black Big Huge Cold Matter Hole Bang Cold Dark Matter > 16 yrs

  9. 14-16 yrs 13-14 yrs > 16 yrs Cosmic Box 13-14 yrs 14-16 yrs >16 yrs 8% 5% 2% Drawing rate Images “from” the Universe 2 different objects edge

  10. 14-16 yrs 13-14 yrs Solar System > 16 yrs 13-14 yrs 14-16 yrs >16 yrs 8% 5% 2% Drawing rate Images “from” the Universe

  11. 13-14 yrs Empty Expanse 14-16 yrs > 16 yrs 13-14 yrs 14-16 yrs >16 yrs 8% 5% 2% Drawing rate Images “from” the Universe

  12. all ages all ages 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 log (step) log (step) “Solar System as an all-like astronomical box” (Dussault, M., 1999, “How do visitors understand the Universe? Studies yield information on planning exhibitions and programs, Association of Science-Technology Centers Newsletter) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 Distance and Size in the Universe If the Earth-Sun distance was equal to one step: how many steps to go to the nearest star (other than the Sun)? how many steps to go to Jupiter? value 2 3 4 5 rate 22% 20% 12% 14% Values remarkably close to the real one Wide range of answers!

  13. If the Earth-Sun distance was equal to one step: how many steps to the nearest star (other than the Sun)? a) at least 50 b) at least 500 c) at least 5000 d) at least 50000 how many steps to Jupiter? a) about 1 b) about 20 c) about 5 d) more than 100 14-16 yrs 14-16 yrs > 16 yrs > 16 yrs

  14. The following statement is true or false: the Solar System belongs to a galaxy. for all ages men women tot From previous questions ... No hierarchy in the Universe Universe  Solar System ... On the other hand ... DISCREPANCY

  15. Language and Framework bias Causes? Keywords or a specific language form affect answers more than the real knowledge. Subjects do not understand when discrepancies arise from comparing common- and scientific-sense frameworks until they are forced to combine them in a common framework.

  16. all ages Use of formal language The gravity force is: a) the force which makes the Sun attracts the Earth b) the force which makes us fall c) the interaction force between two massive bodies d) the energy of a falling body Most people seems to have assimilated the gravity concept. The bigger is age, the higher the rate of c answer. Formal language affects more students in high school than in the intermediate one. About 10% of d answer. Overlapping of force and energy concepts B answer doubles a answer. Gravity perceived as a terrestrial force more than an universal interaction. (e.g. Calcidese, P., 2002, L’Universo che non c’è. Preconcetti e misconcezioni degli studenti in età adolescenziale nell’ambito della fisica e conseguenze sulle idee riferite all’origine ed evoluzione dell’Universo, thesis)

  17. Variations on the theme: d1 instead of d2 NOBODY chose the d1 answer 18% of all ages (only >16 yrs) The d2 answer collected only the 5%. In particular: 4 of 5 (14-16) yrs : big mass 8 of 15 (>16 yrs): gravity force Use of informal language Bodies are near spherical because: a) they spin around the Sun b) the sphere is the perfect geometric shape c) they spin around themselves d2) make up your own answer The c answer is the most selected. all ages d1) all men stay with feet on the ground and head up Very few people have assimilated the concept of gravity,

  18. Omitting a keyword... What kind of relationship exists between radio waves and gamma rays? a) gamma rays are rays and radio waves are waves b1) are both a type of light, but with different wavelength c) gamma rays do not exist d) gamma rays are faster than radio waves What kind of relationship exists between radio waves and gamma rays? a) gamma rays are rays and radio wave are waves b2) are both a type of light c) gamma rays do not exist d) gamma rays are faster than radio waves 14-16 yrs The language formalism significantly affects the subjects’ answers independently on the instruction grade. 14-16 yrs > 16 yrs > 16 yrs

  19. The spontaneous imaging does not come out as expected Bias due to testing environment school-like framework? Very short time to read the questions Questions perceived as a school test! Lessons learned Age and schooling level do not modify the most relevant ideas of Universe Framework and language introduce strong biases Some misconceptions proved to be tough to eradicate and resistant to time AND ...

  20. To be continued... Thanks to Stefano Andreon Fabio Governato

  21. References Calcidese, P., 2002, L’Universo che non c’e’. Preconcetti e misconcezioni degli studenti in eta’ adolescenziale nell’ambito della fisica e conseguenze sulle idee riferite all’origine ed evoluzione dell’Universo, thesis Cavallini, G., 1995, La formazione dei concetti scientifici. Senso comune, scienza, apprendimento, Firenze, La nuova Italia Editrice Dupré, F., Noce, G., Vicentini-Missoni, M., 1981, “Modelli fisici pre-newtoniani nelle conoscenze degli adulti”, Scuola e Città, 2, pp. 53-64 Dussault, M., 1999, “How do visitors understand the Universe? Studies yield information on planning exhibitions and programs, Association of Science-Technology Centers Newsletter Gardin, S., 2003, “Il passaggio dalla conoscenza ingenua alla conoscenza scientifica accreditata nell’insegnamento dell’astronomia”, Giornale di Astronomia, 2, pp.28-35 Mayer, M., 1990, Conoscenza scientifica e conoscenza comune. Analisi dell’incidenza di fattori scolastici ed extrascolastici nell’apprendimento della fisica, Roma, I Quaderni di Villa Falconieri, CEDE Posner, G., Strike, K., Hewson, P., Gerzog, W., 1982, “Accomodation of Ascientific Conceptions: Towards Theory of Conceptual Change”, Science Education, 2, pp.211-227 Viennot, L., 1979, Le raisonnement spontané en dynamique élémentaire, Paris, Hermann

  22. Distances in the Universe 649 If the Earth-Sun distance was equal to one step: how many steps will you need to go to Jupiter? all ages 1 2 3 4 5 6 7 8 9 10 11 21

  23. men women tot What kind of relationship exists between radio waves and gamma rays? a) gamma rays are rays and radio wave are waves b1) are both light type, but with different wavelength c) gamma rays do not exist d) gamma rays are faster than radio waves 13-14 yrs 14-16 yrs > 16 yrs

  24. men women tot If the Earth-Sun distance was equal to one step: how many steps will you need to go to the nearest star (other than the Sun)? 13-14 yrs 14-16 yrs > 16 yrs

  25. men women tot Adjectives statistic 13-14 yrs 14-16 yrs > 16 yrs

  26. If the diameter of Sun was equal to the length of your arm: Earth would be as big as: a) a fly b) a pinhead c) a pepper grain d) an apple all ages No idea of Earth size all ages Overestimate Jupiter real size Jupiter would be as big as: a) a plum b) a nut c) a fly d) a clenched fist

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