Simulations And Games Integration In Teaching Selected Topics In Astronomy

Abstract

Misconceptions in astronomy hinder students' understanding of natural phenomena. Addressing these misconceptions in preservice teacher training enhances scientific literacy. Common misunderstandings about the Moon's structure, phases, and eclipses exist among students and teachers. This study compared traditional lectures with simulations and games in teaching lunar concepts. Eighty-one participants were divided into two groups. Posttest results showed significant improvement, with no notable difference between methods. Simulations and games proved as effective as lectures. Gender and age influenced achievement, but educational background did not. Student interviews revealed that simulations and games were engaging and supported learning. However, kinesthetic and spatial challenges were identified. The findings highlight the potential of interactive methods to make learning more engaging and suitable for diverse learning styles.