Identification of Misconceptions Related to Astronomical Beliefs at Primary Stage and Invervention Strategies - A March Towards School Effectiveness

Abstract

Inspite of the fact that curriculum at the primary level has to be contextual, some amount of regimentation still persists in its core frame work. Astronomy is viewed as an important and essential part of this core component of any primary science curriculum (sharp. 1996). In the above perspective, concepts of astronomical objects and astronomical events are taught at the primary stage. Analysis of primary curriculum and text books reveals that in India, the pupils at primary stage are exposed to such concepts in astronomy as Earth, Sun, Moon and Stars. The children have a natural tendency to observe the sky and not only wonder about it but also construct concepts about these concepts. This self conceptualization of the concepts may act as a "critical barrier" (Hawkins, 1978) for what he/she reads from the text books or learns in the class room. This "critical barrier may lead to misconceptualization. Studies do indicate several of these misconceptions of the children (Nussbaum & Novak, 1976; Mati & Howe, 1979: Vosaidou & Brewer, 1990, 1992). Let us consider a very simple example — A child on observing the night sky sees the stars to be very small compared to the moon. However in the class the teacher tells that the stars are very large compared to the moon.