Misconceptions: Lunar Phases 1
STUDENT MISCONCEPTIONS: LUNAR PHASES
Students’ Misconceptions as to the Cause of
the Apparent Phases of the Moon.
John C. Olson
California State University, Northridge
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this paper focuses on the idea that the earth's shadow moving across the face of the moon causes the apparent phases. Possible sources regarding the origins ...
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STUDENT MISCONCEPTIONS: LUNAR PHASES
Students’ Misconceptions as to the Cause of the Apparent Phases of the Moon. John C. Olson California State University, Northridge
Abstract
Students come to science classrooms with many misconceptions about how the natural world works. This paper addresses a common misconception in astronomy, the cause of the apparent phases of the moon. Although there are many misconceptions regarding this phenomenon, the research referenced in this paper focuses on the idea that the earth’s shadow moving across the face of the moon causes the apparent phases. Possible sources regarding the origins of this misconception are addressed. The paper also explores some suggested teaching strategies that will help students identify their misconceptions about lunar phases and find acceptable alternative explanations.
shadow falling on the moon causes the phases,” (Cohen & Lucas, 1999, p. 3). They further state that “…common observations, such as viewing the moon during the day, are considered unexplainable by many. What was understandable to our ancestors appears to have become incomprehensible to many of us today,” (p. 3). Trundle and Troland, (2005, p. 40), report that “a significant segment of the population, including both elementary students and teachers, mistakenly believes that the Moon’s phases are caused by the shadow of the Earth.” Commenting on the video, A Private Universe , they noted that several Harvard graduates and one non-astronomy professor could not “correctly explain the true nature of moon phases,”(2005, 40). Origins of the Misconception There are several possible explanations for the origin of this misconception of the cause of the phases of the moon. One of the reasons may be tied to “the traditional” moon diagram. Cohen and Lucas, (1999, p.3), argue that “The traditional moon diagram is both ubiquitous and problematic,” (p. 3). They speculate that some confusion may arrive from this diagram, since it mixes two different views. The authors explain that “one view is of the earth, sun and moon as seen from space, commonly shown from above the North Pole.” In the same diagram, “…each individual moon phase,” is shown “…as it would appear from earth,” (p. 3). They also point out that the diagram distorts both the relative sizes and distances of the objects, (Cohen and Lucas, 1999). They argue that “the space-based view is often vague,” and that it rarely states if the view is from the North or South Pole. It also fails to indicate “the direction of the moon’s orbit.” (p.3). This cumbersome, two dimensional model does not clearly reflect what is actually occurring in the dynamic system. Children’s literature could be another source of promoting or reinforcing this misconception. One example mentioned that “in a children’s book specifically written to explain the phases of the
moon, the view of the earth was from above the equator, with the moon revolving from North to South pole,” (Cohen and Lucas, 1999, p.3). It is evident that misconceptions can be perpetuated through children’s literature. “With educators increasingly promoting the use of children’s literature to teach science concepts and primary teachers frequently integrating popular books into science units, caution about content accuracy must be exercised when choosing science books for children,” (Trundle, & Troland, 2005, p. 41). In their research, Trundle and Troland investigated several popular and often used children’s books. They found that the story, Papa Please get the Moon for Me , “…completely misrepresents lunar phases.” One of the worst errors showed the moon as a cut out, “with stars in the area where the unlit part of the moon should be,” (2005, p. 41).” In another example, “if the reader interprets the drawings (of the phases of the moon) from left to right, as is typically done, the proper sequence is reversed from the Northern Hemisphere perspective,” (2005, p. 41). Stahly, Krockover, & Shepardson, (1999, p. 174) point out that “Students’ conceptions of lunar phases are products of their attempts to make sense of their world. The student’s’ ideas are often influenced by their prior observations or experiences.” The authors then list several sources for these conceptions: “Television, trade books, observations of the moon, textbooks, and discussions with others.” They also warn that “the form of instruction could also influence the form that student’s conceptions take,” (p. 174) Teaching techniques that may help address this misconception. The process described in Brunsell and Marcks article (2007, p. 22), suggest that the students need to “become dissatisfied with their initial ideas. The way this is done is by having the students “identify and commit to their initial ideas and discuss each others’ conflicting ideas and evidence,” (p. 22). Only through this process can they be open to letting go of their misconceptions.
Activities that might help with the conceptualizing of the earth, sun, and moon system would be another way to reinforce conceptual change. One of the challenges in understanding astronomical events is that “The majority of science concepts in astronomy involve three spatial dimensions,” (Cohen and Lucas, 1999, p.11). Having students making two dimensional drawings of an array of three dimensional objects as seen not only from their own perspective, but from how they imagine it would look from the point of view of other students around the room is one of the suggested activities, (Cohen and Lucas, 1999). Cohen and Lucas conclude that “even a basic science topic, such as phases of the moon, involves a complex set of concepts and that these concepts require a sophisticated understanding on the part of the teacher of both the science and how children learn that science, (Cohen and Lucas, 1999, p. 14). In regards to using children’s literature in science instruction, “teachers can continue to use these popular books, integrating them into inquiry-based instruction on Moon phases,” (Trundle, & Troland, 2005, p. 41). Trundle and Troland suggest that students make scientific observations first in regards to the moon and its phases, and then “follow up with a comparison of their observations to a book’s illustrations,” (2005, p. 41). This approach would allow the students to examine the illustrations critically instead of accepting them at face value because they are in a book. The research has shown that the most common misconception about the cause of the phases of the moon is the earth’s shadow being cast on the surface of the moon, blocking sunlight. Although this misconception does not work with the timing of the moon’s orbit or the shapes of some of the phases, it is still a difficult concept to redirect. Children’s literature seems to be one of the culprits perpetuating this misconception, although textbooks, diagrams and teaching practices that are inaccurate or ineffective can contribute to the ongoing misunderstanding of the student. The misconceptions about the cause of the phases of the moon can be best redirected by giving the students experiences in thinking about space in three
dimensions, and in making observations of three dimensional models. The use of models, especially dynamic models that students can step into and get a proper perspective would be of most value in correcting the misconceptions involved with the phases of the moon, as well as reinforcing the new understanding students acquire.