Using a planetarium fieldtrip to engage young children in three-dimensional learning through representations, patterns, and lunar phenomena

References

• Anderson, D., & Lucas, K. B. (1997). The effectiveness of orienting students to the physical features of a science museum prior to visitation. Research in Science Education, 27(4), 485–495. doi: 10.1007/BF02461476
   Google Scholar
• Anderson, D., Lucas, K. B., & Ginns, I. S. (2003). Theoretical perspectives on learning in an informal setting. Journal of Research in Science Teaching, 40(2), 177–199. doi: 10.1002/tea.10071
   Web of Science ®Google Scholar
• Anderson, D., Lucas, K. B., Ginns, I. S., & Dierking, L. D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84(5), 658–679. doi: 10.1002/1098-237X(200009)84:5<658::AID-SCE6>3.0.CO;2-A
   Web of Science ®Google Scholar
• Bamberger, Y., & Tal, T. (2008). An experience for the lifelong journey: The long-term effect of a class visit to a science center. Visitor Studies, 11(2), 198–212. doi: 10.1080/10645570802355760
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
   Google Scholar
• Brazell, B. D., & Espinoza, S. (2009). Meta-analysis of planetarium efficacy research. Astronomy Education Review, 8(1). doi:10.3847/AER2009033.
   Google Scholar
• Brooks, M. (2009). Drawing, visualisation and young children’s exploration of “big ideas”. International Journal of Science Education, 31(3), 319–341. doi: 10.1080/09500690802595771
   Web of Science ®Google Scholar
• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. doi: 10.3102/0013189X018001032
   Google Scholar
• Collins, A., & Greeno, J. G. (2011). Situative view of learning. In V. G. Aukrust (Ed.), Learning and cognition in education (pp. 64–68). Amsterdam: Elsevier.
   Google Scholar
• Cox-Petersen, A. M., Marsh, D. D., Kisiel, J., & Melber, L. M. (2003). Investigation of guided school tours, student learning, and science reform recommendations at a museum of natural history. Journal of Research in Science Teaching, 40(2), 200–218. doi: 10.1002/tea.10072
   Web of Science ®Google Scholar
• Danish, J. A., & Phelps, D. (2011). Representational practices by the numbers: How kindergarten and first-grade students create, evaluate, and modify their science representations. International Journal of Science Education, 33(15), 2069–2094. doi: 10.1080/09500693.2010.525798
   Web of Science ®Google Scholar
• DeWitt, J., & Osborne, J. (2010). Recollections of exhibits: Stimulated-recall interviews with primary school children about science centre visits. International Journal of Science Education, 32(10), 1365–1388. doi: 10.1080/09500690903085664
   Web of Science ®Google Scholar
• DeWitt, J., & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11, 181–197. doi: 10.1080/10645570802355562
   Google Scholar
• diSessa, A. A. (2004). Metarepresentation: Native competence and targets for instruction. Cognition and Instruction, 22(3), 293–331. doi: 10.1207/s1532690xci2203_2
   Web of Science ®Google Scholar
• Ginsburg, H. (1997). Entering the child’s mind: The clinical interview in psychological research and practice. New York: Cambridge University Press.
   Google Scholar
• Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763–779. doi: 10.1002/(SICI)1098-237X(199711)81:6<763::AID-SCE11>3.0.CO;2-O
   Web of Science ®Google Scholar
• Gutwill, J. P., & Allen, S. (2012). Deepening students’ scientific inquiry skills during a science museum field trip. Journal of the Learning Sciences, 21(1), 130–181. doi: 10.1080/10508406.2011.555938
   Web of Science ®Google Scholar
• Hein, G. E. (1998). Learning in the museum. New York: Routledge.
   Google Scholar
• Hobson, S. M., Trundle, K. C., & Saçkes, M. (2010). Using a planetarium software program to promote conceptual change with young children. Journal of Science Education and Technology, 19(2), 165–176. doi: 10.1007/s10956-009-9189-8
   Web of Science ®Google Scholar
• Kallery, M. (2011). Astronomical concepts and events awareness for young children. International Journal of Science Education, 33(3), 341–369. doi: 10.1080/09500690903469082
   Web of Science ®Google Scholar
• Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936–955. doi: 10.1002/sce.20085
   Web of Science ®Google Scholar
• Krajcik, J., Codere, S., Dahsah, C., Bayer, R., & Mun, K. (2014). Planning instruction to meet the intent of the next generation science standards. Journal of Science Teacher Education, 25(2), 157–175. doi: 10.1007/s10972-014-9383-2
   Google Scholar
• Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. doi: 10.2307/2529310
   PubMed Web of Science ®Google Scholar
• Lehrer, R., & Schauble, L. (2012). Seeding evolutionary thinking by engaging children in modeling its foundations. Science Education, 96(4), 701–724. doi: 10.1002/sce.20475
   Web of Science ®Google Scholar
• Lucas, K. B. (2000). One teacher’s agenda for a class visit to an interactive science center. Science Education, 84(4), 524–544. doi: 10.1002/1098-237X(200007)84:4<524::AID-SCE6>3.0.CO;2-X
   Web of Science ®Google Scholar
• Metz, K. E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction, 22(2), 219–290. doi: 10.1207/s1532690xci2202_3
   Web of Science ®Google Scholar
• Miglietta, A. M., Belmonte, G., & Boero, F. (2008). A summative evaluation of science learning: A case study of the Marine Biology Museum “Pietro Parenzan” (South East Italy). Visitor Studies, 11(2), 213–219. doi: 10.1080/10645570802355984
   Google Scholar
• National Research Council. (2009). Learning science in informal environments. Washington, DC: National Academy Press.
   Google Scholar
• National Research Council. (2012). A framework for K-12 science education. Washington, DC: National Academy Press.
   Google Scholar
• National Research Council. (2014). Developing assessments for the next generation science standards. Washington, DC: National Academies Press.
   Google Scholar
• Nersessian, N. J. (2004). Interpreting scientific and engineering practices: Integrating the cognitive, social, and cultural dimensions. In Scientific and Technological Thinking (pp. 17–56). Mahwah, NJ: Earlbaum.
   Google Scholar
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
   Google Scholar
• Papandreou, M. (2014). Communicating and thinking through drawing activity in early childhood. Journal of Research in Childhood Education, 28(1), 85–100. doi: 10.1080/02568543.2013.851131
   Google Scholar
• Plummer, J. D. (2009a). A cross-age study of children’s knowledge of apparent celestial motion. International Journal of Science Education, 31(12), 1571–1605. doi: 10.1080/09500690802126635
   Web of Science ®Google Scholar
• Plummer, J. D. (2009b). Early elementary students’ development of astronomy concepts in the planetarium. Journal of Research in Science Teaching, 46(2), 192–209. doi: 10.1002/tea.20280
   Web of Science ®Google Scholar
• Plummer, J. D. (2012). Challenges in developing and validating an astronomy learning progression. In A. Alonzo & A. W. Gotwals (Eds.), Learning progressions in science: Current challenges and future directions (pp. 77–100). Rotterdam, The Netherlands: Sense Publishers.
   Google Scholar
• Plummer, J. D., Kocareli, A., & Slagle, C. (2014). Learning to explain astronomy across moving frames of reference: Exploring the role of classroom and planetarium-based instructional contexts. International Journal of Science Education, 36(7), 1083–1106. doi: 10.1080/09500693.2013.843211
   Web of Science ®Google Scholar
• Prain, V., & Tytler, R. (2012). Learning through constructing representations in science: A framework of representational construction affordances. International Journal of Science Education, 34(17), 2751–2773. doi: 10.1080/09500693.2011.626462
   Web of Science ®Google Scholar
• Rennie, L. J., & McClafferty, T. P. (1996). Science centres and science learning. Studies in Science Education, 27, 53–98. doi: 10.1080/03057269608560078
   Google Scholar
• Roth, W. M., & McGinn, M. K. (1998). Inscriptions: Toward a theory of representing as social practice. Review of Educational Research, 68(1), 35–59. doi: 10.3102/00346543068001035
   Web of Science ®Google Scholar
• Schmoll, S. E. (2013). Toward a Framework for Integrating Planetarium and Classroom Learning (Doctoral dissertation, University of Michigan).
   Google Scholar
• Schwartz, D. L., & Heiser, J. (2006). Spatial representations and imagery in learning. In The Cambridge handbook of the learning sciences (pp. 283–298). New York: Cambridge University Press.
   Google Scholar
• Siry, C., Ziegler, G., & Max, C. (2012). “Doing science” through discourse-in-interaction: Young children’s science investigations at the early childhood level. Science Education, 96(2), 311–326. doi: 10.1002/sce.20481
   Web of Science ®Google Scholar
• Small, K., & Plummer, J. D. (2014a, Summer). Impact on children’s conceptual constructs regarding observational features of the moon: A look at elements of program and instruction design for early elementary-aged students. The Constellation, No. 2, 2–4, 7.
   Google Scholar
• Small, K., & Plummer, J. D. (2014b). A longitudinal study of early elementary students’ understanding of lunar phenomena after planetarium and classroom instruction. The Planetarian, 43(4), 18–21.
   Google Scholar
• Small, K. J., & Plummer, J. D. (2010). Survey of the goals and beliefs of planetarium professionals regarding program design. Astronomy Education Review, 9(1), 010112-1–010112-10. doi: 10.3847/AER2010016
   Google Scholar
• Storksdieck, M. (2006). Field trips in environmental education. Berlin, Germany: Berliner Wissenschafts-Verlag.
   Google Scholar
• Varelas, M., Pappas, C. C., Kane, J. M., Arsenault, A., Hankes, J., & Cowan, B. M. (2008). Urban primary-grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation. Science Education, 92(1), 65–95. doi: 10.1002/sce.20232
   Web of Science ®Google Scholar
• Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.
   Google Scholar
• Yu, K. C., Sahami, K., Sahami, V., & Sessions, L. (2015). Using a digital planetarium for teaching seasons to undergraduates. Journal of Astronomy & Earth Sciences Education (JAESE), 2(1), 33–50. doi: 10.19030/jaese.v2i1.9276
   Web of Science ®Google Scholar