Elementary preservice teachers’ application of spatial visualization to explain astronomical phenomena
Jennifer Wilhelm 1 * , Rebecca McNall Krall 1 , Caroline Murphy 2 , Bryan Birch 3 , Javier Cantu 3 , Pryanna Alper 3
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1 Department of Teaching and Learning, University of Kentucky, Lexington, KY, USA2 Department of Curriculum & Instruction, University of Kentucky, Lexington, KY, USA3 Division of Science and Mathematics, Centre College, Danville, KY, USA* Corresponding Author

Abstract

This sequential explanatory mixed-methods study examined in what ways preservice teachers (PSTs) visualized astronomical concepts they are expected to teach. We utilized a spatial visualization theoretical framework to investigate: (a) What do PSTs’ survey responses on a lunar phases and seasons assessment reveal about their spatial awareness regarding astronomical phenomena? (b) During qualitative interviews, in what ways do PSTs apply their spatial thinking towards explaining astronomical phenomena? Quantitative data consisted of a content survey assessing cause of phases, cause of seasons, and visualization of Earth/Moon/Sun scale. Qualitative data involved interviews concerning 2-dimensional/3-dimensional Earth/Moon/Sun modelling of lunar phases and Earth/Sun modelling of seasons. In comparing Earth-based and Space-based spatial perspectives, PSTs performed better on Earth-based questions concerning cause of seasons. Our findings support the need for developing PSTs’ ability to mentally rotate, transform, and coordinate celestial bodies in both Earth-based and Space-based frames in order to understand astronomical phenomena.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 22, Issue 9, September 2026, Article No: em2896

https://doi.org/10.29333/ejmste/19115

Publication date: 10 Aug 2026

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