The experiment that we present in this paper explores the teaching of Galilean motion principles observed in different reference frames, in an astronomical context. All grade 10 students in a French high school (the lycée Condorcet, Val de Marne) participated in two successive teaching-learning sessions, designed within the theoretical framework of embodied cognition. The learning material consisted of two versions of a spatiotemporal aspect map of the Solar System that allowed students to enact and observe trajectories from different points of view. The first was a printed, paper model (PO) that was used individually on a table. The other was a human version (HO). Thus, students enacted movements with either their fingers (PO) or their bodies (HO). Both sessions (HO or PO) used the same activities to illustrate the movements of Earth, Mars, and the Sun during a 24-h and 1-yr period, observed from different reference frames (terrestrial, geocentric, or heliocentric). Students’ conceptual understanding was tested using a questionnaire, which was administrated before and after each session, and three months later. The questionnaire described three situations in which the motion of an object is observed from two different points of view. We expected students to understand that speed and distance traveled were different in both cases. Our initial results suggest that the sessions did have a significant and lasting effect on students’ understanding of the dependence of motions on reference frames. While the degree of embodiment (HO or PO) does not seem to affect conceptual learning, the abstract operation of moving from one reference frame to another is facilitated when one has physically and repeatedly lived it.

中文翻译：

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天文学教学中是否应该制定参考系？

我们在本文中展示的实验探索了在天文背景下在不同参考系中观察到的伽利略运动原理的教学。法国高中（孔多塞，马恩河谷）的所有 10 年级学生都参加了两次连续的教学课程，这些课程是在具身认知的理论框架内设计的。学习材料由两个版本的太阳系时空方位图组成，允许学生从不同的角度制定和观察轨迹。第一个是在桌子上单独使用的印刷纸模型 (PO)。另一个是人类版本（HO）。因此，学生用手指 (PO) 或身体 (HO) 进行动作。两个会议（HO 或 PO）使用相同的活动来说明地球、火星、和太阳在 24 小时和 1 年的周期内，从不同的参考系（地球、地心或日心）观察。学生的概念理解使用问卷进行测试，问卷在每次会议前后以及三个月后进行。问卷描述了从两个不同的角度观察物体运动的三种情况。我们希望学生了解两种情况下行驶的速度和距离是不同的。我们的初步结果表明，这些课程确实对学生对运动对参考系的依赖性的理解产生了重大而持久的影响。虽然具体化程度（HO 或 PO）似乎并不影响概念学习，