Review of educational research in astronomy in early childhood and primary education from 2009 to 2019

Referencias

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Student moon observations and spatial-scientific reasoning. International Journal of Science Education, 37(11), 1815-1833. https://doi.org/10.1080/09500693.2015.1052861 Comins, N. (2003). Heavenly errors. Columbia University Press. Decreto 330/2009, de 4 de junio, por el que se establece el currículo de la Educación Infantil en la Comunidad Autónoma de Galicia (2009) Consellería de Cultura, Educación e Ordenación Universitaria. Xunta de Galicia. Decreto 105/2014, de 4 de septiembre, por el que se establece el currículo de la educación primaria en la Comunidad Autónoma de Galicia, (2014) Consellería de Cultura, Educación e Ordenación Universitaria. Xunta de Galicia. da Silva, C. K., & Groenwald, C. L. O. (2015). Integrando a matemática ao tema educação ambiental. Paradigma, 22(2), 151-170. da Silva, J. A., & Bartelmebs, R. C. (2013). A Comunidade de Prática como Possibilidade de Inovações na Pesquisa em Ensino de Ciências nos Anos Iniciais/The Community of Practice as possible innovations in research in science education in the primary school. Acta Scientiae, 15(1), 191-208. Dankenbring, C., & Capobianco, B. M. (2016). Examining elementary school students’ mental models of sun-earth relationships as a result of engaging in engineering design. International Journal of Science and Acta Sci. (Canoas), 25(6), 118-156, Nov./Dec. 2023 151 Mathematics Education, 14(5), 825-845. https://doi.org/10.1007/s10763-015-9626-5 DiSessa, A. A. (1993). Toward an epistemology of physics. Cognition and instruction, 10(2-3), 105-225. https://doi.org/10.1080/07370008.1985.9649008 Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International journal of science education, 25(6), 671-688. https://doi.org/10.1080/09500690305016 Greca, I. M., & Moreira, M. A. (2002). Mental, physical, and mathematical models in the teaching and learning of physics. Science education, 86(1), 106-121. https://doi.org/10.1002/sce.10013 Isik-Ercan, Z., Zeynep Inan, H., Nowak, J. A., & Kim, B. (2014). ‘We put on the glasses and Moon comes closer!’Urban Second Graders Exploring the Earth, the Sun and Moon Through 3D Technologies in a Science and Literacy Unit. International Journal of Science Education, 36(1), 129-156. https://doi.org/10.1080/09500693.2012.739718 Jankowska, D. M., Gajda, A., & Karwowski, M. (2019). How children’s creative visual imagination and creative thinking relate to their representation of space. International Journal of Science Education, 41(8), 1096-1117. https://doi.org/10.1080/09500693.2019.1594441 Kallery, M. (2011). Astronomical concepts and events awareness for young children. International Journal of Science Education, 33(3), 341-369. https://doi.org/10.1080/09500690903469082 Kurz, D. L., Bedin, E., & Groenwald, C. L. O. (2021). The Teaching of Natural Sciences in the Early Years of Elementary School to Educate a Scientifically Literate Individual. Acta Scientiae, 23(1), 53-79. https://doi.org/10.17648/acta.scientiae.6204 Lelliott, A., & Rollnick, M. (2010). Big ideas: A review of astronomy education research 1974–2008. International Journal of Science Education, 32(13), 1771-1799. https://doi.org/10.1080/09500690903214546 Lidar, M., Almqvist, J., & Östman, L. (2010). A pragmatist approach to meaning making in children’s discussions about gravity and the shape 152 Acta Sci. (Canoas), 25(6), 118-156, Nov./Dec. 2023 of the earth. Science Education, 94(4), 689-709. https://doi.org/10.1002/sce.20384 Lindell, R. S., & Olsen, J. P. (2002). Developing the lunar phases concept inventory. In Proceedings of the 2002 Physics Education Research Conference. López, R. A., González, C. B., López, M., Fábrega, M. D. M., & Palmero, M. L. R. (1995). Una aproximación a las representaciones del alumnado sobre el Universo. 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Journal of Research in Science Teaching, 46(2), 192-209. https://doi.org/10.1002/tea.20280 Plummer, J. D. (2014). Spatial thinking as the dimension of progress in an astronomy learning progression. Studies in Science Education, 50(1), 1-45. https://doi.org/10.1080/03057267.2013.869039 Plummer, J. D., Bower, C. A., & Liben, L. S. (2016). The role of perspective taking in how children connect reference frames when explaining astronomical phenomena. International Journal of Science Education, 38(3), 345-365. https://doi.org/10.1080/09500693.2016.1140921 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 Acta Sci. (Canoas), 25(6), 118-156, Nov./Dec. 2023 153 Journal of Science Education, 36(7), 1083-1106. https://doi.org/10.1080/09500693.2013.843211 Plummer, J. D., & Krajcik, J. (2010). Building a learning progression for celestial motion: Elementary levels from an earth‐based perspective. Journal of Research in Science Teaching, 47(7), 768-787. https://doi.org/10.1002/tea.20355 Plummer, J. D., Wasko, K. D., & Slagle, C. (2011). Children learning to explain daily celestial motion: Understanding astronomy across moving frames of reference. International Journal of Science Education, 33(14), 1963-1992. https://doi.org/10.1080/09500693.2010.537707 Saçkes, M., Smith, M. M., & Trundle, K. C. (2016). US and Turkish preschoolers’ observational knowledge of astronomy. International Journal of Science Education, 38(1), 116-129. https://doi.org/10.1080/09500693.2015.1132858 Santos, R. C. M., & Mackedanz, L. F. (2019). Physics Teaching for Children: A Bibliographic Review. Acta Scientiae, 21(3), 213-230. https://doi.org/10.17648/acta.scientiae.v21iss3id4628 Scarinci, A. L., & Pacca, J. L. de A. (2006). Um curso de astronomia e as préconcepções dos alunos. Revista Brasileira de Ensino de Física, 28(1), 89-99. https://doi.org/10.1590/s0102-47442006000100012 Schneps, M., & Sadler, P. M. (1989). A private universe [Video]. Santa Monica, CA: Pyramid Film and Video. Sharp, J. (1995). Children’s astronomy: Implications for curriculum developments at Key Stage 1 and the future of infant science in England and Wales. International Journal of Early Years Education, 3(3), 17-49. https://doi.org/10.1080/0966976950030302 Sharp, J. (1999). Young children’s ideas about the earth in space. International Journal of Early Years Education, 7(2), 159-172. https://doi.org/10.1080/0966976990070204 Shen, J., & Confrey, J. (2007). From conceptual change to transformative modeling: A case study of an elementary teacher in learning astronomy. Science Education, 91(6), 948-966. https://doi.org/10.1002/sce.20224 154 Acta Sci. (Canoas), 25(6), 118-156, Nov./Dec. 2023 Sherrod, S. E., & Wilhelm, J. (2009). A study of how classroom dialogue facilitates the development of geometric spatial concepts related to understanding the cause of moon phases. International Journal of Science Education, 31(7), 873-894. https://doi.org/10.1080/09500690801975768 Solbes, J., & Palomar, R. (2013). Dificultades en el aprendizaje de la astronomía en secundaria. Revista Brasileira de Ensino de Física, 35(1), 01-12. https://doi.org/10.1590/s1806-11172013000100016 Stahly, L. L., Krockover, G. H., & Shepardson, D. P. (1999). Third grade students’ ideas about the lunar phases. Journal of Research in Science Teaching, 36(2), 159-177. https://doi.org/10.1002/(sici)1098- 2736(199902)36:2%3C159::aid-tea4%3E3.0.co;2-y Trumper, R. (2006). Teaching future teachers basic astronomy concepts— Seasonal changes—At a time of reform in science education. Journal of Research in Science Teaching, 43(9), 879-906. https://doi.org/10.1002/tea.20138 van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. https://doi.org/10.1007/s11192-009-0146-3 Venville, G. J., Louisell, R. D., & Wilhelm, J. A. (2012). Young children’s knowledge about the moon: A complex dynamic system. Research in Science Education, 42(4), 729-752. https://doi.org/10.1007/s11165- 011-9220-y Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive psychology, 24(4), 535- 585. https://doi.org/10.1016/0010-0285(92)90018-w Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive science, 18(1), 123-183. https://doi.org/10.1207/s15516709cog1801_4 Vosniadou, S., & Skopeliti, I. (2017). Is it the Earth that turns or the Sun that goes behind the mountains? Students’ misconceptions about the day/night cycle after reading a science text. International Journal of Science Education, 39(15), 2027-2051. https://doi.org/10.1080/09500693.2017.1361557 Acta Sci. (Canoas), 25(6), 118-156, Nov./Dec. 2023 155 Vosniadou, S., Vamvakoussi, X., & Skopeliti, I. (2008). The framework theory approach to the problem of conceptual change. International handbook of research on conceptual change, 3-34. https://doi.org/10.4324/9780203154472.ch16 Wilhelm, J. (2009). Gender differences in lunar-related scientific and mathematical understandings. International Journal of Science Education, 31(15), 2105-2122. https://doi.org/10.1080/09500690802483093