Due to several discoveries and current researches astronomy is one of the most interesting fields of science. Its contents are accessible through different media, such as magazines, books, internet, radio, television etc. Consequently, children get acquainted with astronomy in early ages. Astronomy is a part of kinder garden and primary school curriculum, but it is often non-obligatory. From 1st to 6th grade, astronomical content is based on observation, experimental work and the use of models, which is the basis of our master’s thesis. Students of this age are at preoperational and concrete operational stage, which means their spatial reasoning is still developing. That is why certain contents are taught practically, which improves students’ understanding.
With this pedagogical research we wanted to find out how the use of models and group experimental work affect spatial perception of 4th grade students. Besides, we studied the sustainability of their knowledge and their viewpoint about astronomical contents. For the research we used descriptive method, which includes qualitative and quantitative approach. The sample was non-random but purposive. The research included 64 4th grade students from selected primary schools in school year 2021/22. Before the lesson we had a half-structured interview with randomly chosen students in order to adjust the conceived activities if needed. The data was collected through a preliminary knowledge test, an actual knowledge test and a late knowledge test, concerning Moon shapes, Lunar and Solar eclipse. We also studied students' attitude towards astronomy by initial and final general questionnaire.
The results have shown statictical significant differences between preliminary and actual knowledge test. Students have reached higher score on the actual knowledge test, which means the use of models and experimental work was efficient. We expected decrease in knowledge on the late knowledge test, but the results differed. It turned out that the average score was the lowest on preliminary knowledge test (5,12), and the highest on a late knowledge test with an average score of 11, which is 0,34 points higher than an average score on an actual knowledge test. The highest leap between the score, comparing the actual and the late knowledge test, was 7 points. We have noticed that 4 students got lower score on the actual knowledge test than the preliminary knowledge test with the highest leap of 3 points. While analysing questionnaires, we have found out that students' interest and self evaluation have improved after the lesson.
Due to a small sample of students, we cannot generalize the results of this study to the basic population. However, they can be helpful to primary school teachers, as they give the necessary guidelines to plan the activities that contribute to improvement of spatial reasoning. We wish that these guidelines would encourage teachers, who do not feel competent enough to teach astronomical contents, to deepen their knowledge and overcome their barriers.
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