From the Spherical Earth Model to the Globe: The Effectiveness of a Planetary Model-Building Intervention

Abstract

The shape of the Earth is a fundamental concept that students need to learn in astronomy education. This paper reports the findings of a study that confirms the effectiveness of an intervention involving the construction of a model of the Earth prior to the introduction of the globe as a codified artefact. The educational intervention had been preceded by the EARTH2 test, which was used to check how well students participating in the study mastered the concept of the Earth’s shape. The study included forty-seven primary school students (grades I and II). Effectiveness was measured by comparing the answers chosen by Polish children in a test as mental models. The study confirmed (A) that the intervention was effective: 49% of progressive changes, 30% of regressive changes, and 21% of changes within the same mental model were observed; (B) that there was an increase in the children’s interest in space, revealed by an increased number of questions going far beyond the school astronomy curriculum; and (C) that students’ concerns about the dangers of space were revealed. Key findings include the following: (a) Educational effectiveness regarding the concept of the shape of the Earth is achieved in activities that involve building a spherical Earth model before introducing a globe as a ready-made model. (b) The topics addressed in astronomy classes must be far broader than what the current curricula provide. They should take into account current issues reported by the media and deal with astronomical discoveries and space technology. (c) When organising activities, children’s concerns about the dangers of space should be borne in mind.