Bring Cosmos into the Classroom: 3D Hologram

Education Research Highlights in Mathematics, Science and Technology 2016

Editors: Mack Shelley, S. Ahmet Kıray, Ismail Celik


Education Research Highlights in Mathematics, Science and Technology 2016

745

Bring Cosmos into the Classroom: 3D Hologram

Chapter Authors: Hasan Zühtü Okulu, Ayşe Oğuz Ünver

Abstract: Three-dimensional structures of heavenly bodies and the fact that people make observations about universe only from their vantage point on Earth make difficult to understand astronomy concepts. Basic astronomy concepts such as shapes, sizes, distances and celestial motion contain spatial thinking ability. The students who lack spatial thinking ability have difficulties to constitute these concepts in their mind. Consequently, the necessity of using different learning environments and materials supported by technology is showed up. Beyond using available instructional materials, creating their own materials not only provides students with accessing to more knowledge through research but also fosters their thinking ability with variables. Concordantly, current study aims to give an artifact implementation example designed three-dimensional hologram mechanism with simple materials oriented teaching basic astronomy topics. Hologram mechanism consists of a truncated-pyramid shaped reflector made of transparent and hard material, a video about astronomy and a screen. The study group consists of volunteer prospective science teachers (N=15) in a Western Anatolian University. The research aim is not only to create permanent artifacts but also support prospective teachers’ thinking and problem solving skills using mental processes. The activity is enabled participants to use engineering and mathematic skills with designing hologram device and technologic tools via video making process. Implementations conducted with by six weekly workshops that each one takes about two hours. Participants created a permanent artifact with activity. Researcher notes and artifact assessment form were used as data collection tools. Prospective teachers’ astronomy interests were supported and their astronomy knowledge increased by the artifacts designed by them. Moreover, they have begun developing spatial thinking abilities with moving and three-dimensional model which assists them to perceive depth phenomenon in universe. They experience artifact design process at firsthand and find solutions to encountered problems. Participants learned how to create a three-dimensional model. Furthermore, the activity provides opportunity to use science, technology, engineering and mathematic related skills.

Pages: 81-86

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