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Fifth Grade Students' Learning Processes of the Sun's Apparent Motion: From Observation to Constructing the Underlying Motion
Abstract
The present study focuses on the design, implementation, and evaluation of an Instructional Sequence concerning the Sun's Apparent Motion. The sequence was developed as a means of introducing the concept of the Earth's self-rotation within a 24-hour period. A key aspect of the design was addressing students' alternative conceptions, such as the belief that the Sun's Apparent Motion results either from the Earth's revolution around the Sun or from a supposed rotation of the Sun around the Earth. The implementation of the sequence with fifth graders demonstrated that the vast majority of them were able to successfully construct an accurate understanding of the key features of the Earth's self-rotation, in their effort to explain the Sun's Apparent Motion.
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