A Sociocultural Perspective on Young A Sociocultural Perspective on Young Children’s Conceptions of the Moon: Children’s Conceptions of the Moon:

Two Australian Case StudiesTwo Australian Case Studies

Grady VenvilleGrady Venville

University of Western AustraliaUniversity of Western Australia

Purpose and Research QuestionsPurpose and Research Questions

The purpose was to investigate young The purpose was to investigate young Australian children’s understandings of Australian children’s understandings of the moon from a sociocultural the moon from a sociocultural perspectiveperspective

What conceptions do young Australian What conceptions do young Australian children have of the moon?children have of the moon?

What social and/or cultural factors can What social and/or cultural factors can be related to those conceptions? be related to those conceptions?

Literature Review and Literature Review and Theoretical FrameTheoretical Frame

Vosniadou’s (2003) four variables of a Vosniadou’s (2003) four variables of a theory of conceptual change include the theory of conceptual change include the broader social and cultural environments broader social and cultural environments in which children live and learnin which children live and learn

Vosniadou and Brewer (1990; 1994) USA Vosniadou and Brewer (1990; 1994) USA and Greek studyand Greek study

Fleer (1997) 4-8 year old rural Aboriginal Fleer (1997) 4-8 year old rural Aboriginal Australian children’s views of night and Australian children’s views of night and dayday

MethodMethod

Multiple case study design of 2 Australian Multiple case study design of 2 Australian children - Sally (7yrs), Steve (5 yrs)children - Sally (7yrs), Steve (5 yrs)

In-depth interviews (audio and video In-depth interviews (audio and video recorded)recorded)

In-depth interviews with parents (audio)In-depth interviews with parents (audio)Thematic approach to data analysisThematic approach to data analysis

Australian ContextAustralian Context

PERTHSYDNEY

Perth City view from UWAPerth City view from UWA

Bicton Primary SchoolBicton Primary School

Theme 1: The moon, rockets and Theme 1: The moon, rockets and astronautsastronauts

Interviewer: What else Interviewer: What else do you know about do you know about the moon, Sally?the moon, Sally?

Sally: Rockets come on Sally: Rockets come on it. It’s big. And they it. It’s big. And they blow fire out of it and blow fire out of it and they come apart.they come apart.

Theme 2: The Non-living MoonTheme 2: The Non-living Moon

Interviewer: Do you think the Interviewer: Do you think the moon is alive?moon is alive?

Sally: No.Sally: No.Interviewer: No, why not? [pause] Interviewer: No, why not? [pause]

Can you tell me something that Can you tell me something that is alive? Are you alive?is alive? Are you alive?

Sally: Yes [laughter].Sally: Yes [laughter].Interviewer: Yes, Is Mia alive, Interviewer: Yes, Is Mia alive,

your cat?your cat?Sally: Yes.Sally: Yes.Interviewer: So why isn’t the Interviewer: So why isn’t the

moon alive?moon alive?Sally: Because it doesn’t have a Sally: Because it doesn’t have a

face on it.face on it.

Theme 3: Movement and the MoonTheme 3: Movement and the Moon

Steve’s Dad: So we’ll be sitting here at night time Steve’s Dad: So we’ll be sitting here at night time watching the cricket [on satellite TV], and he’ll watching the cricket [on satellite TV], and he’ll say where’s that, Dad? and I’ll say England, and say where’s that, Dad? and I’ll say England, and okay so they’re playing in England, so [in okay so they’re playing in England, so [in Steve’s mind] the sun’s over there.Steve’s mind] the sun’s over there.

Steve’s Mum: We’ve got relatives in England and Steve’s Mum: We’ve got relatives in England and mum’s [on holiday].mum’s [on holiday].

Theme 4: The Yellow Plastic MoonTheme 4: The Yellow Plastic Moon

Interviewer: Do you know Interviewer: Do you know what the moon might be what the moon might be made out of?made out of?

Steve: Plastic.Steve: Plastic.Interviewer: Plastic, why do Interviewer: Plastic, why do

you think that?you think that?Steve:Steve: Bats.Bats.Interviewer: Bats, yes, oh Interviewer: Bats, yes, oh

like a cricket bat? Do you like a cricket bat? Do you have a cricket bat made have a cricket bat made out of plastic?out of plastic?

Steve:Steve: Yes, I’ve got three.Yes, I’ve got three.

Theme 5: Views from the MoonTheme 5: Views from the Moon

Interviewer: What do you Interviewer: What do you think Earth would look think Earth would look like [from the moon]?like [from the moon]?

Sally: A circle and then the Sally: A circle and then the thing inside it.thing inside it.

Interviewer: The thing Interviewer: The thing inside?inside?

Sally: Ah hum [yes].Sally: Ah hum [yes].

Interviewer: What’s inside?Interviewer: What’s inside?

Sally: Australia.Sally: Australia.

ConclusionConclusion Strong cultural and social factors influenced the Strong cultural and social factors influenced the

children’s developing conceptions of the moonchildren’s developing conceptions of the moon e.g. books, social activities with the family, television, e.g. books, social activities with the family, television,

school activities, sporting events, pets, telephoning school activities, sporting events, pets, telephoning relatives in other countriesrelatives in other countries

Observations support Vosniadou’s 4Observations support Vosniadou’s 4thth variable in variable in theoretical frameworktheoretical framework

Influence can be positive and negative in terms of Influence can be positive and negative in terms of learning science learning science

Ideas children develop are consistent with children’s Ideas children develop are consistent with children’s social and cultural environmentsocial and cultural environment

Teachers and researchers need to take children’s social Teachers and researchers need to take children’s social and cultural environment into considerationand cultural environment into consideration