Exploring the reasons for the seasons using Google Earth, 3D models, and plots
Public understanding of climate and climate change is of broad societal importance. However, misconceptions regarding reasons for the seasons abound amongst students, teachers, and the public, many of whom believe that seasonality is caused by large variations in Earth’s distance from the Sun. Misco...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2017-06-01
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| Series: | International Journal of Digital Earth |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/17538947.2016.1239770 |
| _version_ | 1797678657765900288 |
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| author | Declan G. De Paor Mladen M. Dordevic Paul Karabinos Stephen Burgin Filis Coba Steven J. Whitmeyer |
| author_facet | Declan G. De Paor Mladen M. Dordevic Paul Karabinos Stephen Burgin Filis Coba Steven J. Whitmeyer |
| author_sort | Declan G. De Paor |
| collection | DOAJ |
| description | Public understanding of climate and climate change is of broad societal importance. However, misconceptions regarding reasons for the seasons abound amongst students, teachers, and the public, many of whom believe that seasonality is caused by large variations in Earth’s distance from the Sun. Misconceptions may be reinforced by textbook illustrations that exaggerate eccentricity or show an inclined view of Earth’s near-circular orbit. Textbook explanations that omit multiple factors influencing seasons, that do not mesh with students’ experiences, or that are erroneous, hinder scientifically valid reasoning. Studies show that many teachers share their students’ misconceptions, and even when they understand basic concepts, teachers may fail to appreciate the range of factors contributing to seasonal change, or their relative importance. We have therefore developed a learning resource using Google Earth, a virtual globe with other useful, weather- and climate-related visualizations. A classroom test of 27 undergraduates in a public research university showed that 15 improved their test scores after the Google Earth-based laboratory class, whereas 5 disimproved. Mean correct answers rose from 4.7/10 to 6/10, giving a paired t-test value of 0.21. After using Google Earth, students are helped to segue to a heliocentric view. |
| first_indexed | 2024-03-11T23:02:08Z |
| format | Article |
| id | doaj.art-f0652f99ea77497884045a1f36a5fadd |
| institution | Directory Open Access Journal |
| issn | 1753-8947 1753-8955 |
| language | English |
| last_indexed | 2024-03-11T23:02:08Z |
| publishDate | 2017-06-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | International Journal of Digital Earth |
| spelling | doaj.art-f0652f99ea77497884045a1f36a5fadd2023-09-21T14:38:05ZengTaylor & Francis GroupInternational Journal of Digital Earth1753-89471753-89552017-06-0110658260310.1080/17538947.2016.12397701239770Exploring the reasons for the seasons using Google Earth, 3D models, and plotsDeclan G. De Paor0Mladen M. Dordevic1Paul Karabinos2Stephen Burgin3Filis Coba4Steven J. Whitmeyer5Old Dominion UniversityJames Madison UniversityWilliams CollegeUniversity of ArkansasOld Dominion UniversityJames Madison UniversityPublic understanding of climate and climate change is of broad societal importance. However, misconceptions regarding reasons for the seasons abound amongst students, teachers, and the public, many of whom believe that seasonality is caused by large variations in Earth’s distance from the Sun. Misconceptions may be reinforced by textbook illustrations that exaggerate eccentricity or show an inclined view of Earth’s near-circular orbit. Textbook explanations that omit multiple factors influencing seasons, that do not mesh with students’ experiences, or that are erroneous, hinder scientifically valid reasoning. Studies show that many teachers share their students’ misconceptions, and even when they understand basic concepts, teachers may fail to appreciate the range of factors contributing to seasonal change, or their relative importance. We have therefore developed a learning resource using Google Earth, a virtual globe with other useful, weather- and climate-related visualizations. A classroom test of 27 undergraduates in a public research university showed that 15 improved their test scores after the Google Earth-based laboratory class, whereas 5 disimproved. Mean correct answers rose from 4.7/10 to 6/10, giving a paired t-test value of 0.21. After using Google Earth, students are helped to segue to a heliocentric view.http://dx.doi.org/10.1080/17538947.2016.1239770visualizationgeo-spatial sciencegeobrowserearth observation3-d representation |
| spellingShingle | Declan G. De Paor Mladen M. Dordevic Paul Karabinos Stephen Burgin Filis Coba Steven J. Whitmeyer Exploring the reasons for the seasons using Google Earth, 3D models, and plots International Journal of Digital Earth visualization geo-spatial science geobrowser earth observation 3-d representation |
| title | Exploring the reasons for the seasons using Google Earth, 3D models, and plots |
| title_full | Exploring the reasons for the seasons using Google Earth, 3D models, and plots |
| title_fullStr | Exploring the reasons for the seasons using Google Earth, 3D models, and plots |
| title_full_unstemmed | Exploring the reasons for the seasons using Google Earth, 3D models, and plots |
| title_short | Exploring the reasons for the seasons using Google Earth, 3D models, and plots |
| title_sort | exploring the reasons for the seasons using google earth 3d models and plots |
| topic | visualization geo-spatial science geobrowser earth observation 3-d representation |
| url | http://dx.doi.org/10.1080/17538947.2016.1239770 |
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