Universitat Autònoma de Barcelona
This paper shows the results of an investigation conducted on more than 900 students aging 12-18, and 50 teacher training students. Misconceptions related with the Sun-Earth model in relation with summers and winters were studied using a single questionnaire and an interview. Changes derived from an instruction based on a simulation activity on the model were also tested, 1, 2, and 3 years later. A comparative analysis, between instructed and uninstructed students, also carried out. These analysis and the interpretation of the probable origin of misconceptions are used for some educational suggestions.
Spanish
Model cosmològic sol-terra; Rotació terrestre; Astronomia; Hemisferi; Ensenyament secundari obligatori
Enseñanza de las ciencias ; V. 13 n. 2 (1995) p. 227-236
open access
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