Continuous research on understanding and interests in astronomy for prospective teacher students: Changes over the decade

This paper aims to investigate the the fundamental knowledge, comprehension, awareness, and interest in the realm of astronomy among university students aspiring to become teachers. We have conducted questionnaire surveys from 2013 to 2023 among 3432 students in the Faculty of Education, a teacher-training department, in order to assess their interest in science and astronomy and their understanding of astronomical concepts studied during elementary/junior-high school. As a result, there has been a consistent interest around 80-90% in science among education and science major students over the past decade. There appears to be no clear trend of “decline in students’ positive attitude toward science” during this period. While there was a relatively high retention of knowledge regarding diurnal/annual motions and the classification of the Sun and Moon, there was a lower comprehension of astrophysical characteristics. From comparisons of the percentage of correct responses, interest in science/astronomy, direct experiences in astronomical observations using telescopes and/or gazing our Milky Way, and learning “earth science” in high school, it was found that there existed a discernible gap in understanding astrophysical characteristics, while there were no significant differences in understanding diurnal/annual motions and the classification of the Sun/Moon. The logistic regression analyses on the students’ interests, experiences, and understanding of astronomy indicated that direct experiences, interests, and/or curiosity in astronomy, as well as studying “earth science” in high school, could have a impact on knowledge and understanding of astronomy. Furthermore, a comparison between first-year and subsequent years’ surveys for science major students aspiring to become science teachers at elementary, junior high, and high schools revealed a progressive improvement in understanding. The results suggest that studying astronomy during university, often considered the final opportunity to learn astronomy, could significantly contribute to nurturing essential knowledge and scientific literacy for teachers. In summary, in order to enhance and retain the fundamental understanding of astronomy among university students in teacher training programs, it is recommended to implement the following strategies: （1） observational experiences and hands-on learning utilizing telescopes, （2） studying “earth science （basic）” in high school, and （3） educational practices involving astronomical observations at the university level.