Abstrakt
This study explores the astronomical misconceptions of 10 South African science teachers, focusing on core concepts like earth’s rotation, tilt, eclipses, seasonal shifts, day-night cycles, and planetary revolution. In-depth case studies reveal significant gaps in teachers’ subject matter knowledge and pedagogical content knowledge, affecting their instructional delivery. The findings show teachers struggle with abstract concepts, often using informal language and lacking scientific precision. Many demonstrated incomplete or inaccurate understanding, highlighting the need for targeted professional development to boost conceptual mastery and instructional confidence. Limited teacher knowledge can hinder learners’ opportunities to develop accurate scientific understandings, emphasizing the importance of ongoing support. This research contributes to the growing evidence on the critical role of teacher knowledge in science education, particularly in complex topics like astronomy. The study’s findings have implications for teacher education, professional development, and science curriculum design, underscoring the need for sustained investment in teacher support. The research highlights the importance of addressing teacher knowledge gaps to improve science education in South Africa.
Reference
- Ampartzaki, M., Tassis, K., Kalogiannakis, M., Pavlidou, V., Christidis, K., Chatzoglidou, S., & Eleftherakis, G. (2024). Assessing the initial outcomes of a blended learning course for teachers facilitating astronomy activities for young children. Education Sciences, 14(6), 606. https://doi.org/10.3390/educsci14060606 Přejít na DOI Vyhledej v Google Scholar
- Ball, D. L., & McDiarmid, G. W. (1990). The subject-matter preparation of teachers. In R. R. Hawley & J. D. Hawley (Eds.), The handbook of research on teacher education (pp. 437–449). Macmillan. https://files.eric.ed.gov/fulltext/ED310084.pdf Vyhledej v Google Scholar
- Belayneh, K. D. (2025). Reframing pedagogical content knowledge and topic-specific pedagogical content knowledge as dual frameworks for teaching and learning. Pedagogical Research, 10(3), Article em0247. https://doi.org/10.29333/pr/16854 Přejít na DOI Vyhledej v Google Scholar
- Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage Publications. Vyhledej v Google Scholar
- Brinkmann, S., & Kvale, S. (2018). Doing interviews. Sage Publications. https://doi.org/10.4135/9781529716665 Přejít na DOI Vyhledej v Google Scholar
- Burrows, A. C., Borowczak, M., Myers, A., Schwortz, A. C., & McKim, C. (2021). Integrated STEM for teacher professional learning and development: “I need time for practice”. Education Sciences, 11(1), 21. https://doi.org/10.3390/educsci11010021 Přejít na DOI Vyhledej v Google Scholar
- Carli, M., Leonardi, A.M., Ciroi, S., & Pantano, O. (2025). Teaching physics through astronomy in secondary school: The Asiago Teachers’ Network on Astrophysics. Journal of Physics: Conference Series, 2950(1), 012034. https://doi.org/10.1088/1742-6596/2950/1/012034 Přejít na DOI Vyhledej v Google Scholar
- Chi, M. T. H. (2013). Two kinds and four sub-types of misconceived knowledge, ways to change it, and the learning outcomes. In S. Vosniadou (Ed.), International handbook of research on conceptual change (2nd ed.) (pp. 49–70). Routledge. https://doi.org/10.4324/9780203154472.CH3 Přejít na DOI Vyhledej v Google Scholar
- Cox, M., Steegen, A., & De Cock, M. (2016). How aware are teachers of students’ misconceptions in astronomy? A qualitative analysis in Belgium. Science Education International, 27(2), 277–300. https://files.eric.ed.gov/fulltext/EJ1104665.pdf Vyhledej v Google Scholar
- Creswell, J.W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. SAGE publications. Vyhledej v Google Scholar
- Danaia, L., & McKinnon, D. (2007). Common alternative astronomical conceptions encountered in junior secondary science classes: Why is this so? Astronomy Education Review, 6, 32–53. https://doi.org/10.3847/AER2007017 Přejít na DOI Vyhledej v Google Scholar
- Dantic, M. J., Molnar, J. M. T., Alves, M. C., Calma, M., & Pascual, R. A. (2024). Misconceptions of the science education freshmen students towards astronomy. Galaxy International Interdisciplinary Research Journal, 12(4). https://internationaljournals.co.in/index.php/giirj/article/view/5508 Vyhledej v Google Scholar
- Dragni´c-Cindri´c, D., & Anderson, J. L. (2025). Developing pre-service teachers’ pedagogical content knowledge: Lessons from a science methods class. Education Sciences, 15(7), Article 860. https://doi.org/10.3390/educsci15070860 Přejít na DOI Vyhledej v Google Scholar
- Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X0833114 Přejít na DOI Vyhledej v Google Scholar
- Frede, V. (2006). Pre-service elementary teacher’s conceptions about astronomy. Advances in Space Research, 38(10), 2237–2246. https://doi.org/10.1016/j.asr.2006.02.017 Přejít na DOI Vyhledej v Google Scholar
- Govender, N. (2011). South African primary school teachers’ scientific and indigenous conceptions of the Earth-Moon-Sun system. African Journal of Research in Mathematics, Science and Technology Education, 15(2), 154–167. https://doi.org/10.1080/10288457.2011.10740709 Přejít na DOI Vyhledej v Google Scholar
- Guerra-Reyes, F., Guerra-Dávila, E., Naranjo-Toro, M., Basantes-Andrade, A., & Guevara-Betancourt, S. (2024). Misconceptions in the learning of natural sciences: A systematic review. Education Sciences, 14(5), 497. https://doi.org/10.3390/educsci14050497 Přejít na DOI Vyhledej v Google Scholar
- Jansri, S., & Ketpichainarong, W. (2020). Investigating in-service science teachers’ conceptions of astronomy, and determine the obstacles in teaching astronomy in Thailand. International Journal of Educational Methodology, 6(4), 745–758. https://doi.org/10.12973/ijem.6.4.745 Přejít na DOI Vyhledej v Google Scholar
- Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 471–479. https://doi.org/10.12973/eurasia.2014.1120a Přejít na DOI Vyhledej v Google Scholar
- Maree, K., & Pietersen, J. (2016). First steps in research. Van Schaik Publishers. Vyhledej v Google Scholar
- Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (7th ed.). SAGE Publications. Vyhledej v Google Scholar
- Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey-Bass. Vyhledej v Google Scholar
- Nasution, L. A., Khairiah, K., Siregar, J., Destini, R., Kurniawan, C., & Binti Rusli, R. (2025). Effectiveness of Stellarium application in enhancing student’s understanding: Astronomy concepts in physics education. Jurnal Eduscience, 12(4), 957–966. https://jurnal.ulb.ac.id/index.php/eduscience/article/view/7274 Vyhledej v Google Scholar
- Nielsen, B. L. (2014). Students’ annotated drawings as a mediating artefact in science teachers’ professional development. NorDiNa: Nordic Studies in Science Education, 10(2), 162–175. https://www.ucviden.dk/ws/portalfiles/portal/140188127/NorDiNa annotated drawings.pdf Vyhledej v Google Scholar
- Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). SAGE Publications. https://lccn.loc.gov/2014029195 Vyhledej v Google Scholar
- Rehman, N., Huang, X., Mahmood, A., Zafeer, H. M. I., & Mohammad, N. K. (2025). Emerging trends and effective strategies in STEM teacher professional development: A systematic review. Humanities and Social Sciences Communications, 12, 32. https://doi.org/10.1057/s41599-024-04272-y Přejít na DOI Vyhledej v Google Scholar
- Robinson, K. A., Saldanha, I. J., & McKoy, N. A. (2011). Development of a framework to identify research gaps from systematic reviews. Journal of Clinical Epidemiology, 64(12), 1325–1330. https://doi.org/10.1016/j.jclinepi.2011.06.009 Přejít na DOI Vyhledej v Google Scholar
- Rodrigues, L., Meneses, A., Montenegro, M., & Cort`es, C. (2025). Direct and indirect opportunities to learn astronomy within the Chilean science curriculum. International Journal of Science and Mathematics Education, 23(1), 161–191. https://doi.org/10.1007/s10763-024-10459-1 Přejít na DOI Vyhledej v Google Scholar
- Salimpour, S., Fitzgerald, M., & Hollow, R. (2024). Examining the mismatch between the intended astronomy curriculum content, astronomical literacy, and the astronomical universe. Physical Review Physics Education Research, 20. https://doi.org/10.1103/PhysRevPhysEducRes.20.010135 Přejít na DOI Vyhledej v Google Scholar
- Sensoy, Ö., & Asana, Y. Y. (2025). Prospective teachers’ interest in astronomy: The effect of conceptual change texts in astronomy. In Cheng-Yao Lin & Li Sun (Eds.), Diversity, Equity, and Inclusion for Mathematics and Science Education: Cases and Perspectives (pp. 97–144). IGI Global Scientific Publishing. Vyhledej v Google Scholar
- https://doi.org/10.4018/979-8-3373-0345-1.ch004 Přejít na DOI
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X01500200 Přejít na DOI Vyhledej v Google Scholar
- Slater, E. V., Morris, J. E., & McKinnon, D. (2018). Astronomy alternative conceptions in pre-adolescent students in Western Australia. International Journal of Science Education, 40(17), 2158–2180. https://doi.org/10.1080/09500693.2018.1522014 Přejít na DOI Vyhledej v Google Scholar
- Stears, M., James, A., & Good, M. A. (2011). Teachers as learners: A case study of teachers’ understanding of astronomy concepts and processes in an ACE course. South African Journal of Higher Education, 25(3), 568–582. https://hdl.handle.net/10520/EJC37690 Vyhledej v Google Scholar
- Sule, A., & Jawkar, S. (2019). Teacher’s misconception in curricular astronomy. In EPJ Web of Conferences (Vol. 200, p. 01012). EDP Sciences. https://doi.org/10.1051/epjconf/201920001012 Přejít na DOI Vyhledej v Google Scholar
- Susman, K., & Pavlin, J. (2020). Improvements in teachers’ knowledge and understanding of basic astronomy concepts through didactic games. Journal of Baltic Science Education, 19(6), 1020–1033. https://www.ceeol.com/search/article-detail?id=944960 Vyhledej v Google Scholar
- Vosniadou, S. (2020). Students’ misconceptions and science education. In Li-fang Zhang (Eds.), Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.965 Přejít na DOI Vyhledej v Google Scholar
- Yin, R. K. (2012). A (very) brief refresher on the case study method. Applications of case study research, 3, 3–20. Vyhledej v Google Scholar
- Yu, K. C., Sahami, K., & Denn, G. (2010). Student ideas about Kepler’s laws and planetary orbital motions. Astronomy Education Review, 9(1), 010108–010117. https://doi.org/10.3847/AER2009069 Přejít na DOI Vyhledej v Google Scholar
Biografie autora
Khutso Mogale
University of South Africa
PhD Student at the University of South Africa
Stažení
Údaje o počtu stažení nejsou zatím k dispozici.
Licence
Copyright (c) 2026 Khutso Mogale, Abraham Motlhabane
Tato práce je licencována pod Mezinárodní licencí Creative Commons Attribution-NonCommercial 4.0.
Autoři, kteří publikují v tomto časopise, souhlasí s následujícími body:
- Autoři si ponechávají copyright a garantují časopisu právo prvního publikování, přitom je práce zároveň licencována pod Creative Commons Attribution licencí, která umožňuje ostatním sdílet tuto práci s tím, že přiznají jejího autora a první publikování v tomto časopisu.
- Autoři mohou vstupovat do dalších samostatných smluvních dohod pro neexkluzivní šíření práce ve verzi, ve které byla publikována v časopise (například publikovat ji v knize), avšak s tím, že přiznají její první publikování v tomto časopisu.
- Autorům je dovoleno a doporučováno, aby zpřístupnili svou práci online (například na svých webových stránkách) před a v průběhu redakčního řízení jejich příspěvku, protože takový postup může vést k produktivním výměnám názorů a také dřívější a vyšší citovanosti publikované práce (Viz Efekt otevřeného přístupu).