A Study on the Implementation of Interdisciplinary Lessons utilising Astrophysics in Elementary Schools and their Impact on Students’ Views of Science

Context: In today’s society, the relationship between science and daily life is rapidly intensifying, raising questions about how science is taught in elementary schools. While curricula emphasise inquiry skills, classroom practice often remains limited to textbook-based memorisation or replication of standard experiments. This gap highlights the need for lessons that connect fundamental learning with the intellectual excitement of science as a living discipline. Aims: This study aimed to address the scarcity of interdisciplinary and abstract content in science education by exploring the potential of astrophysics to captivate elementary students. The central research questions focused on how students perceive advanced scientific concepts and what cognitive and emotional changes occur post-lesson, particularly across different grade levels. Methods: Two 90-minute lessons were conducted at Tokyo Gakugei University Elementary School with one Grade 4 class (aged 9–10, n=33) and one Grade 6 class (aged 11–12, n=32). The lessons incorporated demonstrations (e.g., adiabatic compression experiment, soap-film minimal surfaces) and dialogic questioning. Data were collected through questionnaires, open-ended reflections, and classroom observations, analysed using a mixed-methods approach. Findings: The study found that all participating students demonstrated high levels of engagement and understanding. While 4th graders expressed enthusiasm tied to direct experiences, 6th graders reflected more on abstract concepts. The results indicated developmental differences in responses, revealing that even young learners could grasp complex scientific ideas and develop their questioning capabilities. Implications: The study suggests that incorporating interdisciplinary and advanced topics into elementary curricula can not only enhance student interest in science but also support deeper cognitive and emotional engagement with scientific inquiry. Additionally, the results underline the importance of tailoring lesson content to align with developmental stages, which merits further exploration in educational practices to cultivate a questioning mindset among students. Achievement in such areas could foster a meaningful connection between scientific learning and the broader world.

Keywords (free text)

astrophysics, interdisciplinary learning, elementary science education, student engagement, inquiry-based learning

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1048

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Camtree Research Reports - Main Collection