Determining students’ mental models about the sun, earth and moon celestial objects for sustainable learning in astronomy education in Libya

Oct 15, 2026

Uploaded by McQueen

The research reveals students’ mental models and perceptions about celestial bodies—earth, sun, and moon—within astronomy education in Libya. Conducted as a qualitative case study, it uses 5th-grade learners from an elementary school, with a target sample of 50 students during the 2018–2019 academic year. Data were collected using a collection tool and a test containing three open-ended questions, analyzed through primitive and synthesis approaches aligned with scientific models. Results show that students’ synthesized mental models are not sufficiently compatible with scientific knowledge.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Introduction

Sustainable education and teaching approaches

Astronomy education

Purpose and focus of the study

African Educational Research Journal Vol. 9(3), pp. 825-832, September 2021 DOI: 10. 30918/AERJ.93.21.091 ISSN: 2354-2160 Full Length Research Paper Determining students’mental models about the sun, earth and moon celestial objects for sustainable learning in astronomy education in Libya Fathia Othman Mohamed Ahmed1 and Mehmet Altan Kurnaz2* 1Graduate School of Natural and Applied Science, Kastamonu University, Turkey. 2 Faculty of Education, Kastamonu University, Turkey. Accepted 16 June, 2021 | ABSTRACT
The study aims to reveal students' mental models and perceptions regarding the concept of the celestial bodies, for instance, earth, sun, and moon. This research study was conducted as a case study focusing on qualitative data. This study also has used a sample formed of 5th-grade students, in the 2018–2019 academic year; the target sample is formed from 50 students at an elementary school in Libya. This study aimed to use the data collection tool, in addition, a test with three open-ended questions was used. Also, according to primitive, synthesis as well as scientific models, the data classification was used and analyzed. The result of this practical study has demonstrated that all the target samples have a synthesis of mental models that are not sufficiently compatible with scientific knowledge.
Keywords: Astronomy education, Libyan students, mental models, sustainable learning, sun, earth, moon. | | --- | | *Corresponding author. E-mail: altan. kurnaz@gmai[l.com](l.com). | INTRODUCTION In all areas and levels of education, it is desired that young generations be responsible individuals and these are being studied in schools. The school is an important context where students can better understand the complex world they live in and develop their competence (Perret-Clermont et al. , 2016) . Here, students develop a stance that is constantly on the lookout, combining respect for others and the environment and different resources, cultural traditions and natural resources (UNO, 2013) . At the same time, they gain knowledge and skills about human welfare and the basic requirements of economic development. They are educated to understand and promote sustainable development in our world. This is a process and science education, like other fields, has contributed to this process. However, in many studies focusing on students' perspectives, it is emphasized that students associate science teaching with traditional teaching with passive roles (Freire et al. , 2016) . In our opinion, although some correct and qualified practices are carried out in science teaching in schools, the problem is that it is not sustained. That is, those correct and qualified practices have been carried out on a short-term basis. However, effective teaching processes should be highlighted and applied all the time. Therefore, a sustainable approach to learning and teaching in education based on the academic research results can be considered as a solution. Sustainable education is constructed with social constructivist, context-based, self-regulated and collaborative learning, and empathizes for all stakeholders with iterative processes to solve problems (Geitz, 2016; Geitz and Geus, 2019) . Thus, Misra and Khurana (2017) are proposed that a sustainable approach to teaching and learning should be embedded into the curriculum, especially to bridge the gap between the skills and industry’s or 21st century’s required skills. A sustainable approach to teaching and learning does not aim to accept students as passive and inactive, and asan academic content that requires them to memorize information (Geitz, 2016) . Sustainable teaching requires a rethinking of the education and training program, its objectives and processes. Sustainable teaching also Afr Educ Res J 826 requires re-thinking the learning process. Sufficient knowledge and competencies need to be created for sustainable learning, and this requires knowledge of existing

FAQs

What does the study investigate about students in Libya?

It investigates students’ mental models and perceptions regarding earth, sun, and moon in astronomy education, and examines the realities and challenges of astronomy education for these concepts in Libya.

How was the research conducted and what data were collected?

The study used a qualitative case study design, collecting data from 5th-grade students. A data collection tool and a test with three open-ended questions were used.

What was concluded about the students’ mental models?

The findings indicate that the students’ synthesized mental models were not sufficiently compatible with scientific knowledge.

Oct 15, 2026

Uploaded by McQueen