Between astronomy and astrology: Preservice teachers’ misconceptions about celestial objects
DOI:
https://doi.org/10.33910/2687-153X-2026-7-2-92-100Keywords:
astronomical misconceptions, astrology, teacher training, pedagogical strategies, scientific literacy, misconception classification, cognitive mechanismsAbstract
This article addresses the persistence of astronomical misconceptions among preservice teachers. The study makes two contributions: 1) an object-based classification framework is proposed (Stars & Constellations, Moon, Solar System, Sun), grounded in cognitive theory and aligned with standard curricula; 2) the prevalence of misconceptions is illustrated through survey data from 69 students at Herzen State Pedagogical University of Russia. The survey instrument is not psychometrically validated and serves to document a precedent rather than measure population-level prevalence. Results show that 68.1% of respondents conflate zodiac signs with astronomical constellations, and 42% agree with the notion of astrology as a ‘gateway’ to astronomy. Cognitive mechanisms underlying the myth persistence (naive theories, synthetic models, p-prims) are discussed, along with five pedagogical strategies for addressing misconceptions in teacher training.
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Copyright (c) 2026 Artemii N. Krushelnitckii, Tatiana D. Razboinikova, Anna I. Kolesnikova
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