Open Access
Table 1.
Metric template used for the relative comparison of the two BÜ Özel Ayşeabla school visits of the “before” and “after” drawings of the second visit; B = before, A = after, and i = item number.
| Evaluation of the drawings BEFORE(B) the lecture | ||||
| Bi | Human features are used as solar features | Yes | No | |
| Bii | Sun-Earth connections are in the form of daily life experiences (e.g., Flowers, grass, happy children, etc.) | Yes | No | |
| Biii | Is the Sun a major character in the drawing (e.g., does the Sun occupy a major part or is it placed in one of the corners of the drawing?) | Yes | No | |
| Biv | The difference between age 8 and age 11 in quality of perception, enhancement of knowledge and expression | 0 (No diff.) | + (Increased) | −(Decreased) |
| Evaluation of the drawings AFTER(A) the lecture | ||||
| Ai | Human features are replaced by | Space Weather (Sun Spots; Solar Wind; Aurora; …) | ||
| Aii | Sun-Earth relations are expressed in terms of | Space Weather (Sun Spots; Solar Wind; Aurora; …) | ||
| Aiii | Has the Sun become a major character? | Yes | No | |
| Aiv | Does the child use brighter/richer colours in this phase of the event? | Yes | No | Same |
| Av | Does the child draw a similar drawing to that of the pre-tutorial? | Yes | No | |
| Avi | The difference between age 8 and age 11 in quality of perception, enhancement of knowledge and expression | 0 (No diff.) | + (Increased) | −(Decreased) |
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