Astronomy is an attractive science topic also because of the ongoing research, new “revolutionary” discoveries and results that students can follow in the various media. In recent years, the media reported on the first observation of gravitational waves, all three rocket boosters successfully landed on Earth for the first time after launch, the first photo of a black hole, etc. All this revolutionary news increases curiosity and interest in astronomy. In the history of mankind, however, there are always a lot of “secrets” behind topics that are abstract and difficult for non-scientists to understand. Despite all the research and knowledge gained, there are still a lot of undiscovered and unrevealed issues that give room to people’s imagination. Probably for the same reason, many popular stories and movies are placed in the Space, to deepen the effect of the mysterious and arouse peoples’ interest. In order for students to make the “great leap” from the mystery of understanding the science concepts, correct “small steps” must also be taken in the educational process. Learning is a process that needs to be considered from many perspectives. Environment, genetic predispositions, experience, socio-cultural status, age. Sensorimotor skills have influence on cognition (Barrouillet, 2015; Bjorklund, 2018; Geršak et al., 2020; Goldin-Meadow, 2015; Lozada & Carro, 2016). Learning outcomes depend on motivation, teaching strategies, learning abilities, classroom climate and stage of cognitive development. The amount of findings and theories of development have so dramatically increased in the last decades that there is no unified account of developmental changes in cognitive processes that deemed as the ultimate aspiration of any theory of development (Barrouillet, 2015). However, many mechanisms hypothesized by Piaget are still present in one form or another (Barrouillet, 2015; Bjorklund, 2018; Glodin-Meadow, 2015). Several studies have emphaKatarina Susman, Jerneja Pavlin University of Ljubljana, Slovenia Abstract. Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers’ knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers.

中文翻译：

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通过教学游戏提高教师对基本天文学概念的认识和理解

天文学是一个有吸引力的科学主题，还因为正在进行的研究、新的“革命性”发现和学生可以在各种媒体上关注的结果。近年来，媒体报道了首次观测到引力波、三台火箭助推器发射后首次成功降落地球、黑洞的第一张照片等，这些革命性的新闻增加了人们对天文学的好奇心和兴趣. 然而，在人类历史上，话题背后总有很多抽象的、非科学家难以理解的“秘密”。尽管获得了所有研究和知识，但仍有许多未发现和未揭示的问题为人们提供了想象空间。大概出于同样的原因，很多流行的故事和电影都被放置在了太空中，深化神秘效应，激发人们的兴趣。为了让学生从理解科学概念的奥秘中“大跃进”，在教育过程中也必须采取正确的“小步骤”。学习是一个需要从多方面考虑的过程。环境、遗传倾向、经验、社会文化地位、年龄。感觉运动技能对认知有影响（Barrouillet，2015；Bjorklund，2018；Geršak 等，2020；Goldin-Meadow，2015；Lozada & Carro，2016）。学习成果取决于动机、教学策略、学习能力、课堂气氛和认知发展阶段。在过去的几十年里，发展的发现和理论的数量急剧增加，以至于没有统一的认知过程的发展变化被视为任何发展理论的最终目标（Barrouillet，2015）。然而，Piaget 假设的许多机制仍然以一种或另一种形式存在（Barrouillet，2015；Bjorklund，2018；Glodin-Meadow，2015）。几项研究都强调了Katarina Susman，斯洛文尼亚卢布尔雅那Jerneja Pavlin 大学的摘要。文献回顾表明，许多小学教师对基本的天文内容了解甚少。因此，这项研究的目的是通过两个教学游戏向在职小学教师介绍具体的天文内容，评估教学游戏和教师在教学游戏实施前后的知识和理解。该研究包括 24 名在职小学教师。数据是通过知识测试（事前设计）和每个教学游戏的问卷收集的。结果显示，教师评价教学游戏适合在课堂上使用，因为他们强调它们具有教育意义、明确且有趣。实施被认为是有效的，因为分数增益的中位数为 0.54，表明教师的知识和对选定天文学内容的理解处于中等增益。人们认识到，在职的小学教师没有能力向学生介绍复杂的天文内容。然而，所提出的方法可以鼓励在职小学教师加深他们的知识，并以更贴近学生的方法教授天文内容。大学教师可以指出天文内容中教学游戏的优缺点，并与职前小学教师讨论。