Sharing Planetary Science Common Planetary Misconceptions LPI Education

Sharing Planetary Science Common Planetary Misconceptions LPI Education and Public Engagement April 10, 2018

General Planetary Misconceptions • What are “misconceptions”? • Why is awareness of misconceptions important? • Common planetary misconceptions • How to address common misconceptions Joining online? Please share your thoughts and responses throughout the session in the chat box.

Share Your Thoughts • What are misconceptions and why are they important? • Please spend 3 minutes sharing your thoughts with colleagues at your table or online. Top thoughts to share with everyone?

What are “Misconceptions” • Better terms: Alternative Conceptions or Naïve Conceptions o Can be robust fundamental beliefs, based on experience o May create their own deep-seated models while trying to accommodate new information o May be transitional • Part of learning o Intuitive internalized model may be memorized. o Transitional understanding when learner becomes aware of contradictions and seeks to resolve them. o Finally, scientific model internalized, but this does not necessarily mean the prior understanding are totally extinguished.

What are “Misconceptions” • Not the same as a lack of knowledge o “Misconceptions” about Bennu… • Easier to address some simple issues with terminology and definitions o Solar System vs Galaxy o Rotation vs Revolution o Other common confused terms? • More difficult to address resulting models o Day/night as a function of Earth’s orbit

Research about understanding science • Your audience is likely to create an original hybrid idea from your info and their own ideas. • Be careful about the assumptions you make, even with “educated” audiences. From Claudine Kavanagh, “The Research Perspective on Teaching and Learning Science” during 2006 LPSC workshop Public Understanding of Planetary Science. https: //www. lpi. usra. edu/education/score/public_understanding

Why are they important? (People have) “preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information …” • HOW PEOPLE LEARN, National Research Council, National Academy Press, 2000.

General Public Understanding of Planetary Science • Most do know the names of the planets and their order. • Issues with scale and systems: o Most don’t know how big or far planets are. o Most don’t know the difference between the Solar System and the Galaxy. How does this affect your public engagement?

General Public Understanding of Planetary Science • Issues with astronomical and geological time: o Most have no idea how long ago the Solar System formed. o Most think it formed during the Big Bang. How does this affect a talk about the Moon’s formation?

General Public Understanding of Planetary Science Issues with planetary characteristics o Most do not know hot or cold the planets are; they may think Mars is red-hot. o Most think that the gas giants are giant clouds of gas without any structure or denser materials. How does this affect a presentation about Juno?

General Public Understanding of Planetary Science Issues with understanding of exploration o Most know that we went to the Moon (although some doubt it). o Many think humans have traveled to Mars and even further. How does this affect your classroom activities about Curiosity?

General Public Understanding of Planetary Science Issues with geology o Most think granite is any type of rock with large crystals. o Most have difficulty remembering the difference between igneous and metamorphic, and don’t know any rock types. o Most don’t know the difference between tectonism and plate tectonics. How does this affect a presentation about Mercury or the Moon?

Addressing Misconceptions • What are your ideas? • Please spend 3 minutes sharing your thoughts with colleagues at your table or online. • Top thoughts to share with everyone?

Addressing Misconceptions • Whenever possible, ask questions that will gently elicit your audience’s ideas about the subject at hand. • Help your audience come to the correct conclusion on their own, when possible. • Lectures don’t allow individuals in your audience to critically examine their own prior knowledge; you may not be able to address deep-seated misunderstandings. • Find more than one way to convey what you want to address to your audience; for instance, teachers who use hand gestures to convey information were rated as more successful in teaching new concepts to students. • Be careful with language (bigger vs wider, rotate vs. revolve, round vs spherical). • Be careful with graphics.

Practicing Solutions • Gather into groups of 3. • Each person in the group picks a different scenario and describes how (s)he would handle it. • Others in the group can provide additional suggestions. Joining online? Please share your suggestions in the chat box. Scenario 1: During a science festival at a school, an adult asks why Venus orbits the Sun backwards. Scenario 2: During a conversation in a crowded elevator, a 12 year old asks you about the Moon landings and says that her father (standing next to her) says that they were fake. Scenario 3: You are giving a public lecture on Mars and a distinguished guest asks why the astronauts didn’t fall off the planet.

A Couple Resources Misconceptions Strand smdepo. org/post/3860 In 2012 at a joint Helio-Planetary SMD Education Forum retreat, several presentations addressed the topic of misconceptions. Presentations are available online by Ed Prather, Theresa Moody, Janelle Bailey, and Georgia Bracey. Public Understanding of Planetary Science www. lpi. usra. edu/education/score/public_understanding On March 12, 2006 this workshop held in conjunction with LPSC explored the public’s understanding of planetary science. A total of 52 participants, including scientists, formal and informal science educators, and Mission E/PO leads explored misconceptions that might be held by audiences, and considered tools that could be used to identify and address these misconceptions.

Thanks! • We have a very short evaluation form; we would greatly appreciate your feedback! • For any joining us virtually, please fill out the same form at www. surveymonkey. com/r/planetmisconceptions. • We will be facilitating sessions every other month; details are at www. lpi. usra. edu/education/scientist-engagement. Feel free to contact us with your thoughts and suggestions!