Holistic Understanding of the Movements of Astronomical Bodies: Feeling the Copernican Theory in the Classroom

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  • 天体の運動に関するホーリスティックな理解
  • 天体の運動に関するホーリスティックな理解 : 地動説の優位性を実感する授業
  • テンタイ ノ ウンドウ ニ カンスル ホーリスティック ナ リカイ : チドウセツ ノ ユウイセイ オ ジッカン スル ジュギョウ
  • ―地動説の優位性を実感する授業―

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Students know the Copernican view of the cosmos, but it is much easier to understand the movements of astronomical bodies from the Ptolemaic view with direct observation. The students could interpret their movements via the Copernican theory with their teacher’s explanations, but they still had the question of why the Ptolemaic theory was not scientific.<br>In this study, the teacher explained the movements of astronomical bodies according to both the Copernican and Ptolemaic theories. The learning unit consisted of five sub-units, “Introduction”, “Diurnal Motion of the Sun”, “Annual Motion of the Constellations”, “Changing Seasons and the Altitude of the Sun” and “Summary”. The partial concept maps, i.e. partial maps, were constructed at the end of the sub-units of “Diurnal Motion of the Sun”, “Annual Motion of the Constellations” and “Changing Seasons and the Altitude of the Sun”, and a complete concept map was constructed from these three partial maps, at the final sub-unit of “Summary”. The students’ commitment to the Copernican view increased through the process of the learning unit, and they understood that the conformity of relations among the theories, i.e.concordance of the theories, was more important than that of between each facts and theories for considering the movements of the astronomical bodies. From this, they realized the superiority of the Copernican view. They also realized the importance of holistic understanding in the theoretical network. Concept mapping worked as an effective tool for showing the theoretical network for holistic understanding of the movements of astronomical bodies.

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