Abstract
Research on students' conceptions about the Earth and its place in the universe has been active since 1976. These years have also witnessed the development of the constructivist model of learning and a growing interest in epistemological and historical considerations among science educators. The paper presents a critical review of the research in the light of epistemological, historical and cognitive aspects. The analysis shows that, as far as the research on the shape of the Earth is concerned, the research results are valid and conclusive in giving general information about children's ideas. The same cannot be said for the research concerned with the position of the Earth in the Universe, where the Copernican model, seen as the final essence of astronomical concepts, drives the research questioning with little correlation of the model with the empirical level of observation.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
REFERENCES
Aristotle: 1993, Del Cielo, translated by Oddone Longo, Biblioteca Universale Laterza, V.3, Roma.
Baxter, J.: 1989, 'Children's Understanding of Familiar Astronomical Events', International Journal of Science Education 11 (special issue), 502-513.
Baxter, J.: 1991, 'A Constructivist Approach to Astronomy in the National Curriculum', Physics Education 26(1), 38-45.
Clagett, M.: 1959, The Science of Mechanics in the Middle Ages, University of Wisconsin, Madison.
Davis, N.T., McCarty, B.J. & Tabbaa, A.S.: 1993, 'Transitions from Objectivism to Constructivism in Science Education', International Journal of Science Education 15(6), 627-636.
Dreyer, J.L.E.: 1970, Storia dell'Astronomia da Talete a Keplero (History of the Planetary Systems from Thales to Kepler), translated by Libero Sosio, Feltrinelli, Milano.
Driver, R.: 1981, 'Pupils' Alternative Frameworks in Science', European Journal of Science Education 3(1), 93-101.
Duhem, P.: 1958, Le Systeme du Monde, tome IX. Hermann, Paris.
Dupré, F., Noce, G. & Vicentini, M.: 1981, 'Modelli fisici pre-newtoniani nelle conoscenze degli adulti, Scuola e Città 2, 53-64.
Galilei, G.: 1953, Opere, a cura di F. Flora, Ricciadi, Milano.
Galilei, G.: 1970, Dialogue Concerning the Two Chief World Systems, translated by S. Drake, University of California, Berkeley.
Glasserfeld, E. von: 1989, 'Cognition, Construction of Knowledge and Teaching, Synthese 80, 121-140.
Grant, E.: 1971, The Physical Science in the Middle Ages, John Wiley & Sons, New York.
Hanson, N.H.: 1978, I Modelli della Scoperta Scientifica (Patterns of Discovery. An Inquiring into the Conceptual Foundations of Science), translated by Libero Sosio, Feltrinelli, Milano.
Heath, T.: 1920, Aristarchus of Samos, the Copernicus of Antiquity, London.
Hewson, B.W. & Hewson, M.: 1993, 'The Role of Conceptual Conflict in Conceptual Change and the Design of Science Instruction, Instruction Science 13, 1-13.
Horton, R.: 1982, Rationality and Relativism, Hollis, M. and Lukes, S. (eds.), Blackwell Pub., Oxford, pp. 201-260.
Jegede, O.J.: 1991, 'The Relationship Between African Traditional Cosmology and Students' Acquisition of a Science Process Skill', International Journal of Science Education 13(1), 37-47.
Jones, B.L. & Lynch, P.P.: 1987, 'Children's Conceptions of the Earth, Sun and Moon', International Journal of Science Education 9(1), 43-53.
Klein, C.A.: 1982, 'Children's Concepts of the Earth and Sun: a Cross Cultural Study', Science Education 65(1), 95-107.
Khun, T.S.: 1972, La Rivoluzione Copernicana (The Copernican Revolution), translated by Tommaso Gaino, Einaudi, Torino.
Khun, T.S.: 1974, A Função do Dogma na Investigação Científica, in Deus, J.D. (ed.), A Crítica da Ciência: Sociologia e Ideologia da Ciência, Zahar, Rio de Janeiro.
Mali, G. & Howe, A.: 1979, 'A Development of Earth and Gravity Concepts Among Nepali Children', Science Education 63(5), 685-691.
Mali, G. & Howe, A.: 1980, 'A Cognitive Development of Nepalese Children', Science Education 64(2), 213-221.
Mohapatra, J.K.: 1991, 'The Interaction of Cultural Rituals and the Concepts of Science in Student Learning: A Case Study on Solar Eclipse', International Journal of Science Education 13(4), 431-437.
Neves, M.C.D. & Arguello, C.A.: 1986, Astronomia de Régua e Compasso: de Kepler a Ptolomeu, Papirus, Campinas.
Newton, L.: 1960, Principia, translated by Motte, University of California, Berkeley.
Nussbaum, J.: 1979, 'Children's Conception of the Earth as a Cosmic Body: A Cross Age Study', Science Education 63(1), 83-93.
Nussbaum, J. & Novak, J.D.: 1976, 'An Assessment of Children's Concepts of the Earth Utilizing Structured Interviews', Science Education 60(4), 535-550.
Nussbaum, J. & Sharoni-Dagan, N.: 1983, 'Changes in Second Grade Children's Preconceptions about the Earth as a Cosmic Body Resulting from a Short Series of Audiotutorial Lessons', Science Education 67(1), 99-114.
Ojala, J.: 1992, 'The Third Planet', International Journal of Science Education 14(2), 191-200.
Sneider, C. & Pulos, S.: 1983, 'Children's Cosmographies: Understanding the Earth's Shape and Gravity', Science Education 67(2), 205-221.
Vosniadou, S. & Brewer, W.F.: 1992, 'Mental Models of the Earth: A Study of Conceptual Change in Childhood', Cognitive Psychology 24, 535-585.
Vosniadou, S. & Brewer, W.F.: 1994, 'Mental Models of the Day/Night Cycle', Cognitive Science 18, 123-183.
Wanderlingh, F.: 1996, 'Fundamental Physics to Understand Modern Physics', GIREP Conference Lubiana, to be published.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Albanese, A., Danhoni Neves, M. & Vicentini, M. Models in Science and in Education: A Critical Review of Research on Students' Ideas About the Earth and its Place in the Universe. Science & Education 6, 573–590 (1997). https://doi.org/10.1023/A:1008697908361
Issue Date:
DOI: https://doi.org/10.1023/A:1008697908361