Successful Learning by Matching a Simulation based on the Theoretical Model of Moon Phases and Observations

Abstract

This study is practical research on the teaching of the “phases of the moon” in the sixth grade of elementary school. In the class, simulations with theoretical models were conducted. The model is built on three theories: 1) that the moon is shining in the sun, 2) the change in the moon’s shape is due to the change in the angle at which sunlight shines on the moon, and 3) this change in angle is due to the moon orbiting around us. The children were able to predictably observe the moon from this theoretical model. Since the observed facts were in good agreement with the initial simulation, the children were able to make a strong commitment to the theories that make the model work. Many practitioners and researchers have found that children have difficulty in shifting perspectives and spatial awareness between actual observations and theoretical models. However, the theoretical model used in this practice did not place the earth at the center of the orbiting moon, but placed the observer directly at the center, thus freeing the children from this difficulty. Furthermore, by viewing the sun as a 24-hour clock that revolves around us and making us aware of the orientation of the sun after sunset, the children could easily grasp the relationship between the moon and the sun that illuminates it when observing the moon at night.