Use of targeted web-based instruction to enhance learners’ understanding of astronomy concepts

Abstract

Primary school learners often use naïve ideas rather than normative notions to understand Astronomy concepts, because they rely on inadequate mental models to decipher the concepts. This paper reports on findings from the use of Targeted Web-Based Instruction (TWBI) to enhance Grade 4 learners’ understanding of Astronomy concepts. Targeted instruction involves the identification of learners’ different levels of understanding in order to provide them with information that is within their level or zone of proximal development. The TWBI involved the use of web-simulations, applications, search engines, and web links to multimedia to study Astronomy concepts that learners perceived as difficult. An online achievement pre- and post-test was used to collect quantitative data from 27 Grade 4 learners from a primary school in Johannesburg. In addition, a Web-Attitude Scale (WAS) and individual semi-structured interviews were used to collect qualitative data. The findings revealed a statistically significant improvement (p<0,001) in learners’ post-test scores and in their attitude towards the study of Astronomy. We argue that the use of TWBI could enhance learners’ understanding of Astronomy concepts.