Identifying Science Teachers' Mental Models regarding Moon, Movements and Phases of the Moon

This research aimed to determine the mental models of science teachers regarding the Moon, its movements and phases. The research was conducted with generic qualitative research method. The study group of the research consists of 20 science teachers working in secondary schools in the Central district of Isparta province in the 2023-2024 academic year. The data of the study were collected with the mental model determination form developed by the researcher. For the form items, opinions were received from a total of seven experts, four science teachers and three science educators, and the form was given its final form. In the form, teachers are asked to detail their descriptions, drawings and representations with play dough in response to the questions. The data were analyzed with content analysis. Codes were created from the teachers' responses to the interview form, and similar ones were collected under the same themes. The data obtained from the teachers were classified into three different categories: naive, eclectic and advanced mental models, and their mental models were determined. Three different themes emerged: the shape of the Moon, the structure and features of the Moon, rotation and orbit movements and their consequences. It was observed that all of the teachers had developed mental models regarding the shape of the Moon. It has been revealed that the explanations about the structure of the Moon, seeing the same side of the Moon, and the rotation and orbit times of the Moon are compatible with the information in the course resources and contain accurate explanations. It has been determined that there are 15 advanced and five eclectic mental models regarding the axial and orbital motion of the Moon, and four developed, eight eclectic and eight naive mental models regarding the phases of the Moon. It has been revealed that teachers mostly have problems with the phases of the Moon. For this reason, it can be recommended that science teachers be given in-service training on astronomy issues and organizing thought-provoking observation activities.