International Journal of Science Education Vol. 32, No. 1, 1 January 2010, pp. 1–29 ISSN 0950-0693 (print)/ISSN 1464-5289 (online)/10/010001–29 © 2010 Taylor & Francis DOI: 10.1080/09500690802412449 RESEARCH REPORT Justifying Alternative Models in Learning Astronomy: A study of K–8 science teachers’ understanding of frames of reference Ji Shen a * and Jere Confrey b a Department of Mathematics & Science Education, University of Georgia, Athens, Georgia, USA; b Department of Mathematics, Science & Technology Education, North Carolina State University, Raleigh, North Carolina, USA Taylor and Francis Ltd TSED_A_341412.sgm 10.1080/09500690802412449 International Journal of Science Education 0950-0693 (print)/1464-5289 (online) Research Report 2008 Taylor & Francis 00 0000002008 Dr. JiShen jishen@berkeley.edu Understanding frames of reference is critical in describing planetary motion and learning astron- omy. Historically, the geocentric and heliocentric models were defended and advocated against each other. Today, there are still many people who do not understand the relationship between the two models. This topic is not adequately treated in astronomy instruction and is unstudied in science education research. The present small-scale study suggests that many science teachers of K–8 hold alternative conceptions about the models of the solar system. Most of the 14 teachers in the study believed that the geocentric model should not be used in classroom instruction because they thought that it was wrong. It was found that they justified their knowledge claims by following common sense, authority, pragmatism, or relativism. Their long-held beliefs, lack of observational experience, and resistance in switching between two models made it difficult for them to have a deep understanding of the relationship of the two models. Specific teaching strategies addressing these learning difficulties on this topic are proposed. Introduction For I am not so enamored of my own opinions that I disregard what others may think of them. (Nicholas Copernicus, On the Revolutions of the Heavenly Bodies) It is well documented that children and adults hold alternative conceptions on science topics (for comprehensive literature reviews, see e.g., Confrey, 1990; McDermott & Redish, 1999; Shen, 2006; Wandersee, Mintzes, & Novak, 1994). Duit (2007) and *Corresponding author. Department of Mathematics & Science Education, University of Georgia, Athens, Georgia 30605, USA. Email: jishen@uga.edu Downloaded By: [University of Georgia Libraries] At: 22:10 9 December 2009