Celestial Globe Use in Science Classes: Evaluating Transparent Celestial Globes Used with Wearable Cameras, Celestial Globe Education Practice, and Points for Teacher Education and Science Classes

Abstract

Celestial globes are difficult to operate intuitively and to use without sufficient proficiency in their operation methods. Therefore, training opportunities for operating celestial globes were set, both in lectures for renewal of teaching licenses for incumbent teachers, and in science teaching method classes for undergraduate education students. The author clarified cautions in teacher education and attention points when using the globes, especially transparent celestial globes, which are commercially available, and which have cameras installed inside the globes for easy confirmation of both interior and exterior perspectives. It is noteworthy that, while none of the participants were able to operate them properly before the lecture, all participants had mastered them within 180 minutes. Two important points related to use of celestial globes are the devotion of attention to the positional relation of the drawn constellations, and the ability to point to a specific star rather than a constellation during exercises. When using the modified globe, it is necessary to improve the visibility of the image captured by the camera and to keep in mind that the model takes time to assemble. Participants evaluated the use of the celestial globes to aid in understanding of targeted learning content by viewing the model in front of their own eyes and by observing it three-dimensionally and/or operating it with their own hands; in doing so, participants could recall the scene more easily later by mentally shifting their perspectives. Participants also pointed out the difficulty of arranging the necessary number of celestial globes, securing the necessary time, and teaching with the model in actual lessons. They recognized the necessity of good planning and consideration in teaching methods to promote students’ understanding of operation methods and learning contents. One must keep in mind that, for fostering the ability to envision actual lessons, thinking about “what to do for the students in front of me, as a teacher” when using the celestial globes is indispensable for teacher education, especially for undergraduate students.