Who Needs 3D When the Universe Is Flat?
(2014) In Science Education 98(3). p.412-442- Abstract
An overlooked feature in astronomy education is the need for students to learn to extrapolate three-dimensionality and the challenges that this may involve. Discerning critical features in the night sky that are embedded in dimensionality is a long-term learning process. Several articles have addressed the usefulness of three-dimensional (3D) simulations in astronomy education, but they have neither addressed what students discern nor the nature of that discernment. A Web-based questionnaire was designed using links to video clips drawn from a simulation video of travel through our galaxy and beyond. The questionnaire was completed by 137 participants from nine countries across a broad span of astronomy education. The descriptions... (More)
An overlooked feature in astronomy education is the need for students to learn to extrapolate three-dimensionality and the challenges that this may involve. Discerning critical features in the night sky that are embedded in dimensionality is a long-term learning process. Several articles have addressed the usefulness of three-dimensional (3D) simulations in astronomy education, but they have neither addressed what students discern nor the nature of that discernment. A Web-based questionnaire was designed using links to video clips drawn from a simulation video of travel through our galaxy and beyond. The questionnaire was completed by 137 participants from nine countries across a broad span of astronomy education. The descriptions provided by the participants were analyzed using hermeneutics in combination with a constant comparative approach to formulate six categories of discernment in relation to multidimensionality. These results are used to make the case that the ability to extrapolate three-dimensionality calls for the creation of meaningful motion parallax experiences.
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- author
- Eriksson, Urban LU ; Linder, Cedric LU ; Airey, John and Redfors, Andreas
- publishing date
- 2014-01-01
- type
- Contribution to journal
- publication status
- published
- subject
- categories
- Higher Education
- in
- Science Education
- volume
- 98
- issue
- 3
- pages
- 31 pages
- publisher
- Springer
- external identifiers
-
- scopus:84898687736
- ISSN
- 0036-8326
- DOI
- 10.1002/sce.21109
- language
- English
- LU publication?
- no
- id
- ef13277b-d89e-4de4-aa32-b473e3bd7d38
- date added to LUP
- 2020-08-20 10:18:01
- date last changed
- 2022-02-01 08:09:41
@article{ef13277b-d89e-4de4-aa32-b473e3bd7d38, abstract = {{<p>An overlooked feature in astronomy education is the need for students to learn to extrapolate three-dimensionality and the challenges that this may involve. Discerning critical features in the night sky that are embedded in dimensionality is a long-term learning process. Several articles have addressed the usefulness of three-dimensional (3D) simulations in astronomy education, but they have neither addressed what students discern nor the nature of that discernment. A Web-based questionnaire was designed using links to video clips drawn from a simulation video of travel through our galaxy and beyond. The questionnaire was completed by 137 participants from nine countries across a broad span of astronomy education. The descriptions provided by the participants were analyzed using hermeneutics in combination with a constant comparative approach to formulate six categories of discernment in relation to multidimensionality. These results are used to make the case that the ability to extrapolate three-dimensionality calls for the creation of meaningful motion parallax experiences.</p>}}, author = {{Eriksson, Urban and Linder, Cedric and Airey, John and Redfors, Andreas}}, issn = {{0036-8326}}, language = {{eng}}, month = {{01}}, number = {{3}}, pages = {{412--442}}, publisher = {{Springer}}, series = {{Science Education}}, title = {{Who Needs 3D When the Universe Is Flat?}}, url = {{http://dx.doi.org/10.1002/sce.21109}}, doi = {{10.1002/sce.21109}}, volume = {{98}}, year = {{2014}}, }