We investigated how students’ lunar phases learning outcomes were affected by student and teacher demographic characteristics (gender, race/ethnicity, spatial thinking ability, and content knowledge). The study identified moderately strong correlations both between students’ spatial thinking ability and understanding of lunar phases, as well as between the pre-to-post-intervention scores of the two measures. Multilevel modeling showed significant predictors of learning outcomes from both student and teacher variables. This study furthers works on establishing a connection between student learning outcomes and the content knowledge and spatial ability for themselves as well as their teachers, and shows promise for a project-based instruction approach in aiding in lunar phases understanding.
|State||Published - Nov 2022|
Bibliographical notePublisher Copyright:
© 2022 by the authors.
- lunar phases
- middle school
- project-based instruction
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Physical Therapy, Sports Therapy and Rehabilitation
- Developmental and Educational Psychology
- Public Administration
- Computer Science Applications