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To assess student conceptual change, we conducted pre and post interviews, examined student work, and had students complete a pre- and post-astronomy conceptual survey. The curriculum, rather than directly addressing students' alternative frameworks, focused on supporting students in identifying their own existing understanding and reflecting on how their understanding evolves over time. In this study we conducted an analysis of a project based, space science curriculum designed to support elementary school students in understanding complex, inter-related astronomy concepts. This led me to select in-service natural science teachers as the participants for this research, focussing on the Moon's phases and eclipses as prescribed in the curriculum document (Department of Education, 2002).
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Other astronomy topics are included in this section of the curriculum, but I decided to omit these as they would have made the scope of this study too broad.The content matter in this theme is completely new to the natural science syllabus and this, together with the pilot-study results (Kelfkens & Lelliott, 2006) raises concerns that in-service natural science teachers are inadequately prepared to teach 'Planet Earth and Beyond' and that those natural science teachers trained before the advent of the new curriculum would have no astronomy background unless they studied geography during their teacher training or have attended in-service training courses. The curriculum document states that one of the "Core Knowledge and Concepts" (Department of Education, 2002:71) prescribed within this theme for the senior phase (Grades 7 to 9) is utilizing the motion of the Moon and Earth to provide explanations for lunar phases and eclipses.