Visualization as an effective tool for confronting astronomical misconceptions

Saleh Al-Shidhani*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Simulation based Exploratory Learning Environments have a lot of valuable applications in science education especially if it is supported by flexible and robust vitalization tools. Students find it difficult to understand the implications of the Cosmological Principle because they require a higher level of spatial thinking, reasoning and imagination. The paper discusses how visualization tools can be used to explore and study the Large Scale Structure (LSS) of the Universe as a potential method to confront learners' astronomical misconceptions. The evaluation examines whether or not learners' misunderstandings and misconceptions can be rectified through comparative investigations of relevant pre-simulated universes through visual exploration. Depending on the nature of learners' misconceptions, the confrontation process may take various forms such as comparison of LSS growth and evolution and drawing contradictory arguments from simulated cosmological models.

Original languageEnglish
Title of host publicationProceedings of the IASTED International Conference on Computers and Advanced Technology in Education
Pages699-704
Number of pages6
Publication statusPublished - 2003
EventProceedings of the IASTED International Conference on Computers and Advanced Technology in Education - Rhodes, Greece
Duration: Jun 30 2003Jul 2 2003

Other

OtherProceedings of the IASTED International Conference on Computers and Advanced Technology in Education
CountryGreece
CityRhodes
Period6/30/037/2/03

Keywords

  • Exploratory Learning Environment
  • Science Learning
  • Visualization

ASJC Scopus subject areas

  • Development
  • Computer Science(all)
  • Education

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  • Cite this

    Al-Shidhani, S. (2003). Visualization as an effective tool for confronting astronomical misconceptions. In Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education (pp. 699-704)