www.ijcrsee.com

Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

Original scientific paper

Received: December 22, 2025.

Revised: May 04, 2026.

Accepted: May 07, 2026.

UDC:

520/524:376

10.23947/2334-8496-2026-14-1-097-114

Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

Corresponding author: elifcendek@hotmail.com

Abstract: The European Astronomical Union (EAU) designated the year 2019, as the “Year of Astronomy Literacy,”

prompting countries worldwide to place greater emphasis on space and astronomy education and to adjust their curricula

accordingly. Integrating astronomy literacy into the social studies curriculum is particularly crucial, as the course aims to

educate citizens who are able to adapt to evolving national and global conditions and who possess strong problem-solving

capabilities. The purpose of this study is to equip the seventh-grade students with cognitive, affective and behavioral com-

petencies related to astronomy literacy within the context of the social studies course. The Astronomy Literacy Scale devel-

oped by Özdemir was administered as both a pre-test and a post-test. The research was conducted in Yenişehir district of

Bursa, one of Turkey’s provinces, during the first semester of the 2023-2024 academic year. The study employed a quasi-

experimental design involving 22 students in the experimental group and 22 in the control group. The instructional application

was implemented over a five-week period, with two class hours per week. Data were analyzed using the SPSS statistical

software package. Following the application, ‘t was found that there were statistically significant differences between the

experimental and control groups across the cognitive, affective and behavioral domains, consistently favoring the experi-

mental group. The findings indicated that the instructional practices integrated into the social studies course contributed

meaningfully to the students’ astronomy literacy and improved their cognitive, affective and behavioral astronomy-related skills.

Keywords: Social studies, astronomy, astronomy literacy skills, students, applications.

Meltem Elif Çelik

, Selma Güleç

, Emin Atasoy

Ministry of Education,Social studies teacher,Bursa, Türkiye, e-mail: elifcendek@hotmail.com

Turkish and Social Studies Education, Faculty of Education, Bursa Uludag University, Bursa, Türkiye,

e-mail: sgulec@uludag.edu.tr, eatasoy@uludag.edu.tr

An Analysis of Social Studies Instructional Applications for the

Development of Astronomy Literacy in 7

Grade Students

Introduction

From antiquity to the present, the existence of the universe, the motion of celestial bodies, and the

sun’s role as a source of heat and light have sustained human curiosity and driven efforts to investigate

and comprehend the cosmic phenomena. The systematic organization of accumulated knowledge even-

tually gave rise to the science of astronomy. Astronomy literacy refers to the ability to understand and

critically evaluate the universe, outer space, celestial bodies, and the movements that occur within these

domains (Benli-Özdemir, 2023). In this day and age, individuals are required to possess a basic capacity

to understand and question the physical environment they inhabit, along with the dynamic processes un-

folding on Earth and throughout the universe. Such competence is attainable through the development of

effective astronomy literacy skills. Individuals with advanced astronomy literacy demonstrate strong spa-

tial and abstract thinking, are able to interpret maps and navigate effectively, can infer the consequences

of Earth’s and other planets’ movements, and can meaningfully interpret the developments related to

space exploration and research (Taşcan and Ünal, 2015).

The social studies course is an interdisciplinary domain that integrates the social sciences and hu-

manities with the aim of developing essential citizenship competencies (Keskin, Coşkun Keskin, and Taş,

2019). Social studies as a formal subject originated in the United States in 1916 and was implemented in

www.ijcrsee.com

Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

schools beginning in 1920. The National Curriculum Standards for Social Studies (NCSS), the leading au-

thority on social studies education in the U.S., emphasized in its 1994 definition that the field encompassed

not only the social and human sciences but also drew upon concepts from the natural sciences. At the prima-

ry level, the concepts and skills related to astronomy were typically introduced through life sciences courses,

whereas at the secondary level they were primarily taught through science and social studies courses.

As far as review of the relevant literature’s concerned, there is a substantial body of studies con-

cerning astronomy and astronomy literacy. These studies include those that highlighted the importance of

astronomy within the educational contexts (Albrecht and Voelzke, 2010; Erbudak and Yeşilbursa, 2023;

Eriksson, 2019; Percy, 2005; Pompea and Russo, 2020; Rosenberg, Bladon, Russo, and Christens-

en, 2014; Slater, Slater, and Dwyer, 2010); investigations examining students’ metaphors and percep-

tions related to the concept of astronomy (Arıkurt, Durukan, and Şahin, 2015; Bitzenbauer, Navarrete,

Hennig, Ubben, and Veith, 2023; Güleç and Çelik, 2022; Grubic, 2022; Çelik, Güleç, and Atasoy, 2025;

Karamustafaoğlu and Aktürk, 2016; Uçar and Aktamış, 2019); and studies analyzing teachers’ and preser-

vice teachers’ attitudes and perspectives toward astronomy (Kuzey, 2020; Yeşil-Asana and Benzer, 2020;

Erbudak and Yeşilbursa, 2024; Ezberci Çevik, Bozdemir, Candan Helvacı, and Kurnaz, 2020; Canlas,

Picardal, and Picardal, 2024). Furthermore, while some other studies focused on astronomy as a discipli-

nary subject (Plummer, 2009; Blown and Bryce, 2018; Shen and Confrey, 2007; Yerlikaya and Yerlikaya,

2016; Merakchi, 2018; Eriksson, 2019; Salimpour and Fitzgerald, 2022; Salimpour et al., 2024; Likavcan,

2024), others on studies that established connections between social studies and astronomy (Ekiz and

Akbaş, 2006; Berea et al., 2019; Güleç and Çelik, 2022; Erbudak and Yeşilbursa, 2023).

Astronomy literacy over the years has come to be investigated from multiple perspectives within

the relevant literature. The studies emphasizing the significance of astronomy literacy were prominent

(Alejandro, 2007; Çelik and Güleç, 2025; Love, Murphy and Bonora, 2013; Remie, 2019; Yerlikaya and

Yerlikaya, 2016). Additionally, several studies focused on developing the instructional programs aimed

at improving the astronomy literacy (Aranbica, Pinochet, and Campusano, 2021; Salimpour, Fitzgerald,

and Hollow, 2024; Ünal, 2024), while others assessed students’ levels of astronomy literacy and related

competencies (Benli Özdemir, 2022; Benli Özdemir, 2023; De Beasi, Orellana, Escapil, and Olaizola,

2015). Given that the studies in astronomy literacy is crucial for cultivating a deeper understanding of

the universe in which we live, it is essential to provide the students with the astronomy literacy skills and

to explore the effective methods for fostering their development. Therefore, the present study aimed to

enhance seventh-grade students’ cognitive, affective and behavioral astronomy literacy skills through a

five-week instructional program consisting of two-hour sessions each week.

The study first examined the learning areas where astronomy is included in the 2018 social studies

curriculum. The examination revealed that information related to astronomy is included in the learning are-

as of Individual and Society, Culture and Heritage, People, Places and Environment, and Global Conne-

ctions. In the 2018 Science Curriculum, learning outcomes and skills related to astronomy are addressed

more intensively, with a separate learning area called Earth and the Universe (Çelik, 2024). While science

education focuses more on cognitive domains, social studies education should include skills related to

affective and behavioral domains in relation to astronomy. To this end, learning outcomes related to astro-

nomy can be added to the existing learning areas (Ekiz and Akbaş, 2006; Çelik, 2024).

This study examined the effect of instructional practices designed to develop astronomy literacy on

the seventh-grade students’ astronomy literacy scores, comparing the experimental and control groups

through pre-test and post-test measurements. Specifically, the study sought answers to the following

research questions:

1. Is there a statistically significant difference, between the experimental and control groups’ pre-test

and post-test mean scores on the overall Astronomy Literacy Scale?

2. Is there a statistically significant difference, between the experimental and control groups’ pre-test

and post-test mean scores on the cognitive dimension of the Astronomy Literacy Scale?

3. Is there a statistically significant difference, between the experimental and control groups’ pre-test

and post-test mean scores on the affective dimension of the Astronomy Literacy Scale?

4. Is there a statistically significant difference, between the experimental and control groups’ pre-test

and post-test mean scores on the behavioral dimension of the Astronomy Literacy Scale?

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Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

Materials and Methods

This section presents the procedural steps followed throughout the study, detailing the implementa-

tion process from the initial preparation phase to data collection and analysis.

Model of the Study

Experimental studies are conducted in an attempt to identify the effect of conditions deliberately

created or manipulated by the researcher on a dependent variable (Akcan, 2023, p. 90). Fraenkel, Wal-

len, and Hyun (2011) described the experimental studies as the systematic observation of outcomes that

occurred when specific applications or treatments were introduced. In the field of education, experimental

methods are frequently employed in order to compare the instructional approaches and to assess the

extent of learners’ progress. Büyüköztürk, Çakmak, Akgün, Karadeniz and Demirel (2014) classified the

experimental studies into two main categories: single-factor and multi-factor designs. They further stated

that multi-factorial designs could be divided into four types; weak experimental designs, true experimental

designs, factorial designs, and quasi-experimental designs.

This study used a quasi-experimental design developed by Campbell and Stanley (1996). This

is because a quasi-experimental design gives the researcher the opportunity to test the tools they have

developed (Akcan, 2023). Specifically, the pretest–posttest matched control group design developed by

Campbell and Stanley (1996) was chosen. This particular design allows for a degree of control during the

testing of researcher-developed instruments. The inclusion of pretests enables researchers to determine

the initial equivalence of groups prior to the application and to interpret the posttest results accordingly

(Karasar, 2018, p. 132).

In order to ensure the internal validity, equivalent experimental and control groups were estab-

lished. The independent variables of the study were the students’ group assignment (experimental or

control) and their gender, while the dependent variable was their astronomy literacy skill level.

Validity and Reliability in Quantitative Data Analysis

Validity refers to the extent to which a scale measures the construct it is intended to measure with-

out capturing the unrelated characteristics. Reliability, on the other hand, concerns the degree to which

a scale consistently and accurately measures the phenomenon for which it was designed (Yıldırım and

Şimşek, 2018). The study included the opinions of two experts: a linguistics specialist and a social stud-

ies education specialist. In order to ensure the content validity of the Astronomy Literacy Scale and the

scale was administered to a total of 16 students so as to establish whether the items were interpreted

as intended. According to the results of the Exploratory Factor Analysis, the Kaiser–Meyer–Olkin (KMO)

coefficient of the scale was calculated as .702, and it was found that the average reliability coefficient was

.75. These values indicated that the scale was both valid and reliable for measuring astronomy literacy.

Data Collection Process

In the present study, initially the necessary permissions were first obtained from Benli Özdemir

(2022), the developer of the Astronomy Literacy Scale. Following this, the scale was reviewed by a Turk-

ish language expert and the required adaptations were made. Since it was not ethically appropriate to

disclose the actual class sections, the students who participated voluntarily and submitted parental con-

sent forms were selected from the sections designated as 7H and 7G. The scale used in both the pre-test

and post-test was comprised of three dimensions; cognitive, affective and behavioral. Initially, the pre-test

was administered to both the experimental and control groups. One week after the pre-test, a 10-lesson

astronomy literacy instructional plan was implemented by the researcher. The astronomy literacy out-

comes were developed by the practitioner, with careful attention to aligning them with the relevant topics

in the social studies curriculum. The specific learning achievements addressed in each application are

presented in Table 1 below.

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100

Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

Table 1. Astronomy literacy in social studies achievements regarding the cognitive, affective and behavioral skills

Application Achievement Sub-Achievement Method Resource Evaluation

1-2 Students can analyze

the role of media in

social change and

interaction.

Students can analyze

celestial bodies

through social media

platforms, and they

may develop positive

attitudes toward the

lives and responsi-

bilities of astronauts

as a result of these

engagements.

Instruction

through

media-based

teaching com-

plemented by

the question-

and-answer

method.

NASA

YouTube

Spacekamp

Turkey videos

Students are

asked to imagine

themselves as

astronauts and

write a reflective

account of a typical

day in the life of an

astronaut.

3-4 Students can analyze

the role of media in

social change and

interaction.

Students can follow

astronomy-related de-

velopments through

media applications

such as Google

Sky, Google Maps,

StarWalk, and NASA

platforms.

Instruction

through

media-based

teaching com-

plemented by

the question-

and-answer

method.

NASA

star walk

Skymap

google earth

Googlemap

Students are asked

to use these appli-

cations to ask one

another questions

and to identify

objects in space as

well as objects on

Earth.

5-6 Students can develop

an understanding

of the processes

that compelled the

Ottoman Empire to

undergo change,

particularly in relation

to contemporane-

ous developments in

Europe.

Students can develop

an interest in learning

about astronomical

developments that

took place in Europe

during the Early

Modern and Modern

periods.

Lecture meth-

od, question

and answer

method,

visual infor-

mation cards

Students are asked

to play the astro

game “Söyleçiz-

tabu” and explain

the picture cards

and again explain

the information

cards this time by

drawing.

7-8 Students can draw

inferences about the

factors influencing

human settlement

from past to present

by engaging in case

study analyses.

Based on the factors

influencing human

settlement, students

can recognize the ne-

cessity of astronomy

studies for the future

and follow current

developments in the

field of astronomy.

Lecture

method Case

study method

Question

and answer

method Case

study from

the eyes of

an astronaut

A case study titled

“From the perspec-

tive of the astro-

naut” is distributed

to the students, and

they are asked to

read this case, an-

swer the follow-up

questions, and fill in

the missing parts of

the text.

9-10 Students can evaluate

the effects of advance-

ments in production

technology on social

and economic life.

Students can

research the effects

of astronomy-related

spacecraft on social

and economic life.

Narration

method

Question

and answer

method Evi-

dence-based

teaching

method

Information

cards related

to spacecraft

and discours-

es concern-

ing Turkey’s

space

studies.

Students can

solve concept

puzzles

related to

spacecraft.

The class conducts

a panel study on

spacecraft, during

which the contribu-

tions of spacecraft

technology to the

national economy

and to individu-

als’ daily lives are

evaluated.

The instructional applications were implemented with the experimental group. One week after the

completion of these applications, the post-test was administered to both the experimental and control groups.

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Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

Study Group

According to Karasar (2018), the sampling process in a research study is shaped by factors such

as the research method, purpose, accessibility, and the degree of control that can be maintained. In the

present study, the participants were selected using the convenience sampling, a type of non-random

sampling method. Convenience sampling involves choosing a sample that is readily available and easily

accessible to the researcher (Fraenkel et al., 2011).

This study was conducted in Turkey. The sample of the study consisted of 22 seventh-grade stu-

dents enrolled in a school affiliated with the Ministry of National Education in the Yenişehir district of

Bursa during the first semester of the 2023–2024 academic year. A total of 44 students participated: 22 in

the experimental group and 22 in the control group. In selecting the classes to be included in the study,

the information regarding students’ academic achievement levels and socioeconomic backgrounds was

obtained from the classroom teachers. The classes with similar achievement levels and balanced gender

distributions were chosen. Both the experimental and control groups were coded separately by gender.

Each group consisted of 22 students, including 11 girls and 11 boys, ensuring equivalence in terms of the

gender variable. The students who did not submit parental consent forms were excluded from the study.

In order to uphold the ethical standards, all participant information was kept confidential.

After the Astronomy Literacy Scale was administered to the experimental group as a pre-test, a five-

week astronomy literacy skill development program was implemented. For this purpose, lesson plans and

activities developed by the researcher were utilized. In the social studies lesson plans, 10 lesson plans

related to cognitive, affective, and behavioral dimensions utilized teaching methods such as media-based

instruction, question-and-answer method, lecture, case study instruction, and evidence-based teaching.

Additionally, the researcher designed activities such as flashcards about spacecraft, concept puzzles, a

case study from the astronaut’s perspective, and an astronomy-related “draw, speak, draw, taboo, astro-

nomy” game. For detailed information on the implemented methods, please refer to Table 1. In alignment

with the learning achievements in the social studies curriculum, the sub-achievements related to astrono-

my were created. As an example of learning outcomes and sub-outcomes, the following sub-outcome has

been created for the learning outcome “Discuss the role of media in social change and interaction” in the

grade Individual and society learning area: “Analyzes celestial bodies in space through social media.

Develops positive attitudes towards the lives and missions of astronauts.” For detailed information about

social studies learning outcomes and sub-outcomes please refer to Table 1. Instructional activities were

designed to enhance students’ affective and behavioral dispositions toward astronomy, in addition to sup-

porting their cognitive development. Following the administration of the pre-test to the control group, the

lesson taught proceeded according to the standard Ministry of National Education curriculum without the

inclusion of the astronomy literacy application.

Quantitative Data Collection Tools

“The Astronomy Literacy Scale” developed by Benli Özdemir (2022) was employed in the study.

The original scale is comprised of three dimensions; cognitive, affective and behavioral and contains

16 items, of which 11 are positively worded and 5 are negatively worded. The scale retained its original

structure and utilized a five-point Likert-type response format. The total scores ranged from a minimum of

16 to a maximum of 80. The scale was translated from English into Turkish and linguistic equivalence was

established. A Turkish language expert reviewed the translated items to ensure the linguistic accuracy

and cultural appropriateness. Each item was subsequently evaluated individually based on the expert

feedback. Following this process, the scale was administered to a pilot group of ten students in the 7th

and 8th grades, who were asked to explain the meaning of each item in order to verify comprehension.

Through these steps, the linguistic consistency and equivalence of the instrument were confirmed. Ex-

ploratory Factor Analysis was conducted to assess the construct validity of the scale. It was found that the

Kaiser–Meyer–Olkin (KMO) value was.702, indicating acceptable sampling adequacy and the Bartlett’s

Test of Sphericity was significant (p < .05), demonstrating that the data were suitable for factor analysis

Evidence indicates that the Astronomy Literacy Scale is a valid and reliable instrument for assess-

ing students’ astronomy literacy skills. The internal consistency coefficients reported by Benli Özdemir

(2022) are .70 for the cognitive dimension, .72 for the affective dimension, and .84 for the behavioral

dimension. The Cronbach’s alpha coefficient for the overall scale is .75, demonstrating that the reliability

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102

Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

of the instrument exceeds the commonly accepted threshold of .70. In this respect, the scale can be con-

sidered a psychometrically sound tool for measuring astronomy literacy. The cognitive dimension of the

scale evaluates students’ knowledge of astronomy-related concepts. The affective dimension assesses

their attitudes, perceptions, and interest toward astronomy and the behavioral dimension captures infor-

mation related to their astronomy-related behaviors. In the present study, data were analyzed separately

within the cognitive, affective and behavioral sub dimensions.

Collection and Analysis of Quantitative Data

Data were collected from both the experimental and control groups as a pre-test during the study

period, after which the application was initiated. One week following the completion of the application, a

post-test was administered to both groups. The quantitative data obtained for the study were analyzed

using the SPSS 24 statistical software package. Prior to conducting inferential analyses, the distribution

of the data was examined to determine whether it met the assumptions of normality. Initially, measures

of central tendency, that is, mode, median and mean were reviewed. The close proximity of these values

was considered an important indicator of normal distribution. Subsequently, skewness and kurtosis coef-

ficients were analyzed. The fact that these coefficients fell within the acceptable range (+2/−2), combined

with a non-significant result in the test of homogeneity of variances (p > .05), suggested that the data were

normally distributed. As the sample size in each group was fewer than 50 participants, the Shapiro–Wilk

test was also employed to assess normality. The non-significant Shapiro–Wilk values further confirmed

that the data did not deviate from normality. Accordingly, parametric statistical tests were utilized in the

data analysis. A dependent samples t-test was applied to compare the related groups and an independent

samples t-test was utilized for comparisons between the unrelated groups. The Shapiro–Wilk test results

for the normality analysis are presented in Table 2 below.

Table 2. Normality Test Result

Shapiro-Wilk

Statistic Df Sig

Pre-test scale

,975 44 ,441

Pre-test cognitive Dimension

,973 44 ,385

Pre-test Affective Dimension

,973 44 ,381

Pre-test Behavioral Dimension

,976 44 ,487

Post-test Scale

,969 44 ,275

Post-test cognitive Dimension

,969 44 ,284

Post-test Affective Dimension

,934 44 ,014

Post-test Behavioral Dimension

,953 44 ,069

The results of the quantitative data analyses were systematically tabulated and interpreted in the

findings section.

Role of the Researcher

The researcher conducted the study at the school where she was employed. Following the ad-

ministration of the pre-test to both the experimental and control groups during the same week, without

introducing any application, the instructional treatment was initiated in the experimental group and con-

tinued for five weeks. Each week, two class hours from the social studies course were allocated to the

application activities on the predetermined dates. The implementation phase concluded at the end of the

five-week period. One week after the completion of the application, the post-test was administered to the

students in both the experimental and control groups.

Ethics Committee Approval

Ethical approval for the present study was obtained from the Bursa Uludağ University Social and

Humanities Research and Publication Ethics Committee (Decision No. 2023/07; Date: 25.07.2023).

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Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

Materials and methods are the second section of an IMRAD paper. Its purpose is to describe the

experiment in such retail that a competent colleague could repeat the experiment and obtain the some or

equivalent results. Provide sufficient detail to allow the work to be reproduced. Methods already published

should be indicated by a reference: only relevant modifications should be described.

Results

Findings and Discussion on the Pre-Test and Post-Test Mean Scores of the Students in the

Experimental and Control Groups on the Astronomy Literacy Scale Scores

Under this heading, the findings related to the four sub-questions are presented and examined

under separate sub-sections.

4.1.1. Is there a statistically significant difference, between the experimental and control groups’

pre-test and post-test mean scores on the overall Astronomy Literacy Scale? Table 3 illustrates the de-

pendent samples t-test results for the pre-test and post-test scores obtained by the students in the experi-

mental group on the Astronomy Literacy Scale (ALS).

Table 3. Dependent Samples t-Test Results for the Pre-Test and Post-Test Astronomy Literacy Scores of the

Students in the Experimental Group

N Mean Ss Sd T p

Pre-test 22 3,27 ,48 21 -9,34 ,000

Post-test 22 4,12 ,33

An examination of Table 3 indicates a statistically significant difference between the pre-test mean

score (3.27) and the post-test mean score (4.12) of the students in the experimental group [t(21) = –9.34,

p < .05]. The mean scores showed that this significant difference favored the post-test, suggesting that the

application contributed to an improvement in students’ astronomy literacy levels.

4.1.2. Is There a Significant Difference Between the Pre-Test and Post-Test Astronomy Literacy Scores

of the Students in the Control Group? Table 4 presents the dependent samples t-test results for the pre-test

and post-test scores obtained by the students in the control group on the Astronomy Literacy Scale (ALS).

Table 4. Dependent Samples t-Test Results for the Pre-Test and Post-Test Astronomy Literacy Scores of the

Students in the Control Group

N Mean Ss Sd T p

Pre-test 22 3,36 ,49 21 2,699 ,01

Post-test 22 3,32 ,48

An examination of Table 4 shows that there was a statistically significant difference between the

pre-test mean score (3.36) and the post-test mean score (3.32) of the students in the control group [t(21)

= 2.70, p < .05]. However, the difference between the two mean scores was minimal.

4.1.3. Is There a Significant Difference Between the Pre-Test and Post-Test Astronomy Literacy

Scores of the Students in the Experimental and Control Groups? Table 4 presents the independent sam-

ples t-test results for the pre-test and post-test scores obtained from the Astronomy Literacy Scale (ALS)

by students in the experimental and control groups.

Table 5. Independent Samples t-Test Results for the Pre-Test and Post-Test Astronomy Literacy Scores of the

Students in the Experimental and Control Groups

Groups N X Ss Sd t p

Pre-test

Experimental 22 3,27 ,49 42 -,653 ,518

Control 22 3,36 ,50 42

Post-test

Experimental 22 4,13 ,34 42 6,390 ,000

Control 22 3,32 ,49 42

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Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

An examination of Table 5 shows that there was no statistically significant difference between the pre-

test astronomy literacy scores of the experimental and control groups, as indicated by the similarity in their

mean scores [t(42) = –0.65, p > .05]. However, a comparison of the post-test scores revealed a statistically

significant difference between the two groups [t(42) = 6.39, p < .05]. This finding suggested that the instruc-

tional application provided to the experimental group had a positive impact on their astronomy literacy levels.

4.1.4. Is There a Significant Difference Between the Pre-Test and Post-Test Astronomy Literacy

Scores of the Students in the Experimental and Control Groups by Gender? Table 6 presents the independ-

ent samples t-test results conducted to establish whether the pre-test and post-test scores obtained from the

Astronomy Literacy Scale (ALS) by the students in the experimental and control groups differed by gender.

Table 6. Independent Samples t-Test Results for the Pre-Test and Post-Test Scores of the Experimental and

Control Groups by Gender

Group Gender Process X ss Sd t P

Experimental

Male Pre-test-Post-test -1,00 ,43 10 -7,644 ,000

Female Pre-test- Post-test -0,71 ,40 10 -6,03 ,000

Control

Male Pre-test- Post-test 0,73 ,09 10 2,797 ,019

Female Pre-test- Post-test ,020 ,08 10 1,00 ,341

An examination of Table 6 shows that there was a statistically significant difference between the

pre-test and post-test scores of both male students [t(10) = –7.64, p < .05] and female students [t(10) =

–6.03, p < .05] in the experimental group. In contrast, it was found that there was no significant difference

between the pre-test and post-test scores of male students [t(10) = 2.80, p > .05] or female students [t(10)

= 1.00, p > .05] in the control group. Considering the degree of change observed among the male and

female students in the experimental group, the results suggested that male students exhibited greater

improvement in astronomy literacy following the application.

Findings and Discussion on the Pre-Test and Post-Test Mean Scores of the Experimental

and Control Groups for the Cognitive Dimension of the Astronomy Literacy Scale

4.2.1. Is There a Significant Difference Between the Pre-Test and Post-Test Scores on the Cogni-

tive Dimension of Astronomy Literacy for the Students in the Experimental Group? Table 7 presents the

dependent samples t-test results for the pre-test and post-test scores obtained by the students in the

experimental group on the cognitive dimension of the Astronomy Literacy Scale. The findings are sum-

marized below.

Table 7. Dependent Samples t-Test Results for the Pre-Test and Post-Test Scores of the Students in the Experi-

mental Group on the Cognitive Dimension of the Astronomy Literacy Scale

N Mean Ss sd T p

Pre-test 22 3,35 ,54 21 -5,265 ,000

Post-test 22 3,99 ,44

An examination of Table 7 indicates a statistically significant difference between the pre-test mean

score (3.35) and the post-test mean score (3.99) of the students in the experimental group [t(21) = –5.27,

p < .05]. The comparison of mean scores showed that this difference favored the post-test, with students

achieving higher scores following the application. This particular finding suggested that in addition to the

targeted instructional activities aimed at developing the cognitive dimension of astronomy literacy, the

cumulative learning that occurred throughout the process contributed positively to the students’ cogni-

tive perception. It may also be inferred that students’ confidence in their astronomy-related knowledge

improved after the application.

4.2.2. Is There a Significant Difference Between the Pre-Test and Post-Test Scores of the Students

in the Control Group on the Cognitive Dimension of Astronomy Literacy? Table 8 presents the dependent

samples t-test results for the pre-test and post-test scores obtained by the students in the control group

on the cognitive dimension of the Astronomy Literacy Scale. The findings are summarized below.

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Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

Table 8. Dependent Samples t-Test Results for the Pre-Test and Post-Test Scores on the Cognitive Dimension of

the Astronomy Literacy Scale for the Students in the Control Group

N Mean Ss Sd T p

Pre-test 22 3,50 ,56 21 ,358 ,724

Post-test 22 3,49 ,50

An examination of Table 8 reveals that there was no statistically significant difference between the

pre-test mean score (3.50) and the post-test mean score (3.49) of the students in the control group [t(21) =

0.36, p > .05]. This result indicated that the cognitive dimension scores of the control group did not change

from pre-test to post-test, suggesting that students’ cognitive astronomy literacy remained stable in the

absence of the application.

4.2.3. Is There a Significant Difference Between the Pre-Test and Post-Test Scores on the Cogni-

tive Dimension of Astronomy Literacy for the Students in the Experimental and Control Groups? Table 9

presents the independent samples t-test results for the pre-test and post-test scores obtained by the stu-

dents in the experimental and control groups on the cognitive dimension of the Astronomy Literacy Scale.

The findings are summarized below.

Table 9. Independent Samples t-Test Results for the Pre-Test and Post-Test Scores on the Cognitive Dimension

of the Astronomy Literacy Scale for the Students in the Experimental and Control Groups

Groups N X Ss sd t p

Pre-test

Experimental 22 3,35 ,54 42 -,935 ,355

Control 22 3,50 ,56 42

Post-test

Experimental 22 3,99 ,44 42 3,469 ,001

Control 22 3,49 ,51 42

An examination of Table 9 indicates that there was no statistically significant difference between the

pre-test cognitive dimension scores of the experimental and control groups, as reflected in their similar mean

scores [t(42) = –0.94, p > .05]. However, comparison of the post-test scores revealed a statistically significant

difference between the two groups [t(42) = 3.47, p < .05]. This finding suggested that the instructional applica-

tion administered to the experimental group had a positive impact on students’ cognitive astronomy literacy.

4.2.4. Is There a Significant Difference Between the Pre-Test and Post-Test Scores on the Cogni-

tive Dimension of the Astronomy Literacy Scale for the Students in the Experimental and Control Groups

by Gender? Table 7 presents the pre-test and post-test scores of students in the experimental and control

groups on the cognitive dimension of the Astronomy Literacy Scale. Independent samples t-test results

are provided to establish whether these scores differed by gender.

Table 10. Independent Samples t-Test Results for the Pre-Test and Post-Test Scores of the Experimental and

Control Groups by Gender

Group Gender Process X Ss sd T p

Experimental

Male Pre-test – Post-test -,64 ,61 10 -3,52 ,00

Female Pre-test – Post-test -63 ,56 10 -3,76 ,00

Control

Male Pre-test – Post-test ,064 ,22 10 1,00 ,341

Female Pre-test – Post-test -,03 ,09 10 -1,399 ,192

An examination of Table 10 indicates that there was a statistically significant difference between

the pre-test and post-test scores of both male students [t(10) = –3.52, p < .05] and female students [t(10)

= –3.76, p < .05] in the experimental group. This finding indicated that both male and female students

benefited from the instructional application in terms of cognitive astronomy literacy. In contrast, it was

found that there was no statistically significant difference between the pre-test and post-test scores of

male students [t(10) = 1.00, p > .05] or female students [t(10) = –1.40, p > .05] in the control group. This

result indicated that without the application, students’ cognitive dimension scores remained stable regard-

less of gender.

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106

Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

Findings and Discussion on the Pre-Test and Post-Test Mean Scores of the Experimental

and Control Groups for the Affective Dimension of the Astronomy Literacy Scale

4.3.1. Is There a Significant Difference Between the Pre-Test and Post-Test Scores on the Affective

Dimension of Astronomy Literacy for Students in the Experimental Group? Table 11 presents the depend-

ent samples t-test results for the pre-test and post-test scores obtained by the students in the experimen-

tal group on the affective dimension of the Astronomy Literacy Scale. The findings are summarized below.

Table 11. Dependent Samples t-Test Results for the Pre-Test and Post-Test Scores of the Students in the Experi-

mental Group on the Affective Dimension of the Astronomy Literacy Scale

N Mean Ss Sd t p

Pre-test 22 3,46 ,60 21 -6,312 ,000

Post-test 22 4,34 ,36

An examination of Table 11 indicates a statistically significant difference between the pre-test mean

score (3.46) and the post-test mean score (4.34) of students in the experimental group [t(21) = –6.312,

p < .05]. The comparison of mean scores demonstrated that this significant difference favored the post-

test, reflecting a substantial increase in students’ affective scores following the application. These results

suggested that the instructional activities implemented in the experimental group had a significant and

positive effect on students’ affective engagement with astronomy.

4.3.2. Is There a Significant Difference Between the Pre-Test and Post-Test Scores on the Affective

Dimension of Astronomy Literacy for the Students in the Control Group? The pre-test and post-test scores

of the control group were examined. Table 12 presents the dependent samples t-test results for the pre-

test and post-test scores obtained by the students in the control group on the affective dimension of the

Astronomy Literacy Scale.

Table 12. Dependent samples t-test results on the pre-test and post-test scores of the affective dimension of the

astronomy literacy scale of the students in the control group

N Mean Ss Sd T P

Pre-test 22 3,44 ,73 21 3,578 ,002

Post-test 22 3,37 ,76

An examination of Table 12 indicates that there was no significant difference between the pre-test

mean score (M = 3.50) and the post-test mean score (M = 3.44) of the students in the control group [t(21)

= 0.36, p > .05]. This finding suggested that the pre-test and post-test scores of the control group did not

differ for the affective dimension of astronomy literacy.

4.3.3. Is There a Significant Difference Between the Pretest and Posttest Scores on the Affective

Dimension of Astronomy Literacy for the Students in the Experimental and Control Groups? Table 13 pre-

sents the pretest and posttest scores of students in the experimental and control groups for the affective

dimension of the astronomy literacy scale. Independent samples t-test results were also reported.

Table 13. Independent samples t-test on the pre-test and post-test scores of the affective dimension of the as-

tronomy literacy scale of the students in the experimental and control groups

Groups N X Ss sd t p

Pre-test

Experimental 22 3,46 ,61 42 -,075 ,941

Control 22 3,45 ,73 42

Post-test

Experimental 22 4,34 ,37 42 5,348 ,000

Control 22 3,37 ,77 42

An examination of Table 13 indicates that there was no statistically significant difference between

the pre-test scores of the affective dimension of astronomy literacy for the experimental and control

groups, based on the students’ pre-test mean scores [t(42) = 0.8, p > .05]. In contrast, a comparison of

the post-test scores revealed a statistically significant difference between the experimental and control

groups [t(42) = 5.35, p < .05]. These results suggested that the instructional application provided to the

experimental group had a positive effect.

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Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

4.3.4. Is There a Significant Difference Between the Pretest and Posttest Scores of Students in the

Experimental and Control Groups on the Affective Dimension of the Astronomy Literacy Scale by Gender?

Table 14 presents the pretest and posttest scores of students in the experimental and control groups on

the affective dimension of astronomy literacy. Independent samples t-test results are provided to establish

whether any differences existed based on gender.

Table 14. Independent samples t-tests on the pre-test and post-test scores of the experimental and control

groups by gender

Group Gender Process X Ss sd t p

Experimental

Male Pre-test – Post-test -1,17 ,72 10 -5,35 ,00

Female Pre-test – Post-test -,59 ,43 10 -4,48 ,00

Control

Male Pre-test – Post-test ,06 ,08 10 2,39 ,38

Female Pre-test – Post-test ,09 ,11 10 2,631 ,06

An examination of Table 14 indicates a significant difference between the pretest and posttest

scores of male students in the experimental group [t(10) = -5.35, p < .05] and female students [t(10) =

-4.48, p < .05], suggesting a significant effect of the application. In contrast, no significant difference was

observed between the pretest and posttest scores of male students [t(10) = 2.39, p > .05] and female stu-

dents [t(10) = 2.63, p > .05] in the control group. These results suggested that the male students achieved

greater affective achievements than the female students.

Findings and Discussion on the Pre-Test and Post-Test Mean Scores of the Experimental

and Control Groups on the Behavioral Dimension of the Astronomy Literacy Scale.

4.4.1. Is There a Significant Difference Between the Pretest and Posttest Scores of Students in

the Experimental Group on the Behavioral Dimension of the Astronomy Literacy Scale? The pretest and

posttest scores of the experimental group students on the behavioral dimension of the Astronomy Literacy

Scale were compared. Table 15 presents the results of the dependent samples t-test conducted on the

pretest and posttest scores of the students in the experimental group.

Table 15. Dependent samples t-test results for the experimental group on the behavioral dimension of the As-

tronomy Literacy Scale

Group N Mean Ss sd t p

Pre-test 22 2,71 ,97 21 -7,876 ,000

Post-test 22 4,01 ,54

An examination of Table 15 indicates a significant difference between the pre-test mean score (2.71)

and the post-test mean score (4.01) of the students in the experimental group [t(21) = -7.88, p < .05]. Com-

parison of the group means showed that this significant difference favored the post-test scores (mean = 4.01).

4.4.2. Is There a Significant Difference Between the Pre-Test and Post-Test Scores of Students in

the Control Group on the Behavioral Dimension of the Astronomy Literacy Scale? The pre-test and post-

test scores of the control group students on the behavioral dimension of the Astronomy Literacy Scale

were compared. Table 16 presents the results of the dependent samples t-test conducted on the pre-test

and post-test scores of the students in the control group.

Table 16. Dependent samples t-test results for the control group on the behavioral dimension of the Astronomy

Literacy Scale

Group N Mean Ss Sd T p

Pre-test 22 2,89 ,83 21 1,418 ,171

Post-test 22 2,81 ,78

An examination of Table 16 indicates no significant difference between the pre-test mean score

(2.89) and the post-test mean score (2.81) of the control group students [t(21) = 1.42, p > .05]. These

results suggested that the pre-test and post-test scores of the control group on the behavioral dimension

of astronomy literacy did not differ significantly.

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108

Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

4.4.3. Is There a Significant Difference Between the Pretest and Posttest Scores of the Behavioral

Dimension of Astronomy Literacy of the Students in the Experimental and Control Group? The pretest and

posttests of the Experimental Control group regarding the behavioral dimension of the Astronomy Literacy

Scale were compared. Table 17 contains the independent samples t-test results regarding the pre-test

and post-test scores obtained by the students in the experimental and control groups from the behavioral

dimension of the astronomy literacy scale.

Table 17. Independent samples t-test on the pre-test and post-test scores of the behavioral dimen-

sion of the astronomy literacy scale of students in the experimental and control groups

Group N X Ss Sd t p

Pre-test

Experimental 22 2,71 ,98 42 -,664 ,510

Control 22 2,89 ,83 42

Post-test

Experimental 22 4,01 ,55 42 5,84 ,000

Control 22 2,82 ,79 42

An examination of Table 17 indicates that there was no statistically significant difference between

the pre-test scores of the experimental and control groups in the behavioral dimension of astronomy

literacy, as reflected in the students’ pre-test mean scores [t(42) = -0.66, p > .05]. In contrast, the com-

parison of post-test scores revealed a significant difference between the experimental and control groups

[t(42) = 5.84, p < .05]. These findings suggested that the instructional approach implemented with the

experimental group had a positive effect on students’ behavioral astronomy literacy.

4.4.4. Is There a Significant Difference Between the Pre-Test and Post-Test Scores of Students

in the Experimental and Control Groups on the Behavioral Dimension of the Astronomy Literacy Scale

by Gender? The pre-test and post-test scores of the experimental and control groups for the behavioral

dimension of the Astronomy Literacy Scale were compared in terms of the gender variable. Table 18

presents the results of the independent samples t-test conducted to establish whether the pre-test and

post-test scores of students in the experimental and control groups differed by gender.

Table 18. Independent samples t-test on the pre-test and post-test scores of the experimental and control groups,

analyzed according to gender

Group Gender Process x Ss sd t p

Experimental

Male Pre-test- Post-test -1,48 ,79 10 -6,20 ,00

Female Pre-test- Post-test -1,12 ,74 10 -4,49 ,00

Control

Male Pre-test- Post-test ,12 ,16 10 2,39 ,38

Female Pre-test- Post-test ,03 ,31 10 ,319 ,756

An examination of Table 18 indicates that there was a significant difference between the pre-test

and post-test scores of both male [t(10) = -6.20, p < .05] and female [t(10) = -4.49, p < .05] students in the

experimental group, suggesting a significant effect of the application. In contrast, no significant difference

was observed between the pre-test and post-test scores of the male [t(10) = 2.39, p > .05] or the female

[t(10) = 3.19, p > .05] students in the control group. These findings suggested that the male students in

the experimental group exhibited more positive behavioral changes toward astronomy compared to the

female students in the same group.

Discussions and Conclusions

The relationship between the scores obtained from the Astronomy Literacy Scale and the pre-test

and post-test scores of the experimental and control groups was examined in the present study. In this

sense, an initial analysis was conducted to establish whether there was a significant difference between

the pre-test and post-test scores of students in the experimental group.

The results of the study indicated that the instructional methods, techniques, and activities em-

ployed positively influenced the post-test achievements. The students were able to develop their as-

tronomy literacy skills through engaging and interactive approaches, including concept puzzles, question

cards, Tell-Tabuastro and other hands-on activities. These methods facilitated the acquisition of various

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Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

astronomy literacy skills, such as understanding and observing planetary and constellation movements,

drawing inferences, interpreting space-related developments and keeping up with scientific advance-

ments. Consequently, these activities contributed to the development of a range of related behavioral

competencies (Taşcan and Ünal, 2015; Merakchi, 2018).

It was revealed that there was no significant difference between the pre-test and post-test scores

of astronomy literacy among the students in the control group. This suggested that the existing social

studies curriculum topics, such as Individual and Society and Culture and Heritage, did not contribute to

the development of astronomy literacy skills in the control group during the study period. Therefore, it is

recommended that astronomy be included in the social studies program, as it can enhance students’ con-

ceptual understanding and cognitive development. Astronomy has interdisciplinary connections with so-

cial studies, drawing from fields such as sociology, geography, and history (Erbudak and Yeşilbursa, 2023;

Güleç and Çelik, 2022; Likavcan, 2024; Salimpour et al.,2024). Moreover, it was also found that there was

a significant difference between the pre-test and post-test scores of the experimental and control groups

in favor of the experimental group. This indicated that the instructional applications implemented in the

experimental group effectively improved the students’ astronomy literacy skills.

The study investigated whether there was a significant difference between the pre-test and post-

test scores of astronomy literacy in the experimental and control groups, taking gender into account. The

results indicated that the male students in the experimental group achieved higher scores in astronomy

literacy compared to the female students. This difference may be attributed to a greater interest in space

and astronomy among the male students.

Additionally, the study investigated whether there was a significant difference in the pre-test and

post-test score averages of the experimental and control groups in the cognitive dimension of the As-

tronomy Literacy Scale. The results showed a significant improvement in the cognitive scores of stu-

dents in the experimental group. Even though the study did not include a specific application targeting

the cognitive dimension, it was revealed that exposure to various space-related applications and videos

contributed positively to the students’ cognitive astronomy skills. These results are consistent with those

of the previous studies suggesting that astronomy education, including the use of innovative approaches

such as augmented reality, can enhance the cognitive dimension of students’ astronomy literacy (Arıcı,

2013; Benli-Özdemir, 2023).

No significant difference was found between the pre-test and post-test scores of the students in

the control group regarding the cognitive dimension of astronomy literacy. This finding suggested that

the learning areas covered by the current social studies curriculum during the one-and-a-half-month

study period did not significantly contribute to the cognitive development of students’ astronomy literacy.

Therefore, integrating astronomy-related content into the social studies curriculum could help enhance

students’ cognitive astronomy skills (Erbudak and Yeşilbursa, 2023; Güleç and Çelik, 2022; Kuzey, 2020;

Yeşil-Asana and Benzer, 2020). In contrast, a significant difference was found between the pre-test and

post-test scores of students in the experimental and control groups for the cognitive dimension of as-

tronomy literacy. This indicated that the applications implemented in the experimental group, including

the virtual program and various applications, effectively improved the students’ cognitive astronomy skills.

These results are consistent with previous findings in the field of social studies (Yılmaz and Çolak, 2012;

Çolak, 2014; Yılmaz, 2019; Yıldırım and Şimşek, 2023).

Furthermore, the study examined whether the cognitive achievements differed by gender. The re-

sults showed that the male students achieved greater cognitive achievements than the female students,

suggesting potential gender-related differences in engagement or responsiveness to the applications.

The study investigated whether there was a significant difference between the pre-test and post-

test scores of the experimental and control groups in the affective dimension of the Astronomy Literacy

Scale. Analysis of the experimental group revealed a significant difference between the pre-test and post-

test scores, indicating that the application positively impacted the students’ attitudes toward astronomy

literacy. These findings suggested that the applied activities fostered the students’ interest in astronomy

and enhanced their curiosity. Previous research supports this particular result, showing that engaging and

varied instructional approaches in astronomy education can increase students’ interest and motivation

in the subject (Glover, Miller, Averis, and Door, 2007; Çöl and Karaca, 2020; Pompea and Russo, 2020;

Rosenberg et al., 2014; Slater, Slater, and Dwyer, 2010).

No significant difference was found between the control group’s pre-test and post-test scores for

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Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

the affective dimension of astronomy literacy. This finding indicated that the content covered in the social

studies curriculum during the research period was insufficient to enhance the students’ interest and cu-

riosity in the astronomy-related topics. Furthermore, this result supported the conclusion drawn from our

review of the social studies textbooks namely, that the textbooks did not adequately foster the astronomy

literacy and aligned with the evaluations provided by the participating teachers.

he study revealed a significant difference was between the pre-test and post-test scores of students

in the experimental and control groups with respect to the affective dimension of astronomy literacy. This

particular finding suggested that interactive applications, such as StarWalk and SkyMap, as well as educa-

tional websites (e.g., NASA, TUA, TÜBİTAK) and activities involving concept puzzles and games were effec-

tive in fostering the students’ positive attitudes toward astronomy (Aktamış and Arıcı, 2013; Yılmaz, 2019).

While a significant difference was identified between the pre-test and post-test scores related to

the affective dimension of astronomy literacy across gender in the experimental group, no such difference

emerged in the control group. Within the experimental group, it was found that the male students devel-

oped a more positive affective attitude toward astronomy literacy compared to their female counterparts.

The study examined whether there was a significant difference between the pre-test and post-test

scores of the experimental and control groups on the affective dimension of the astronomy literacy scale.

Analysis of the experimental group revealed a significant difference between students’ pre-test and post-

test scores in this dimension. This finding indicated that the instructional activities implemented during the

application positively impacted the students’ affective attitudes toward astronomy literacy, increased their

interest in astronomy and enhanced their curiosity. Previous studies similarly emphasized that incorporating

diverse and engaging applications in astronomy instruction increased students’ interest in both the subject

and the course (Glover et al., 2007; Ezberci Çevik et al., 2020; Canlas et al., 2024; Çöl and Karaca, 2020).

No significant difference was found between the control group’s pre-test and post-test scores on

the affective dimension of astronomy literacy. This finding suggested that the astronomy-related content

included in the social studies curriculum during the research period was insufficient to enhance the stu-

dents’ interest and curiosity in astronomy. Moreover, this result supported the conclusion drawn from our

analysis of the social studies textbooks that the textbooks did not adequately promote astronomy literacy

and aligned with the teachers’ evaluations indicating similar shortcomings.

The study revealed a significant difference between the pre-test and post-test scores of students

in the experimental and control groups regarding the affective dimension of astronomy literacy. This find-

ing indicated that interactive tools such as StarWalk and SkyMap along with educational websites (e.g.,

NASA, TUA, TÜBİTAK) and activities involving concept puzzles and games, were effective in fostering the

students’ positive attitudes toward astronomy (Aktamış and Arıcı, 2013; Arıkurt et al., 2015; Bitzenbauer

et al., 2023; Taşcan, 2019; Yılmaz, 2014).

While a significant difference was revealed between the pre-test and post-test scores related to the

affective dimension of astronomy literacy across gender in the experimental group, no such difference

emerged in the control group. Within the experimental group, it was found that the male students devel-

oped a more positive affective attitude toward astronomy literacy than the female students.

The study investigated whether there was a significant difference between the pre-test and post-test

scores of the experimental and control groups in the behavioral dimension of the astronomy literacy scale. In

this context, a significant difference was first identified between the pre-test and post-test scores of the stu-

dents in the experimental group. This difference indicated that the students exhibited measurable achieve-

ments in the behavioral dimension of astronomy literacy. During the application, the students engaged in

activities related to the lives of astronauts, utilized sky observation programs such as StarWalk and SkyMap

in a structured manner, and were guided in recognizing and effectively using these tools. Consequently,

the students developed increased awareness of and positive behavioral tendencies toward space and the

sky. These findings suggested that the diverse astronomy-related applications contributed positively to the

students’ behavioral outcomes (Benli Özdemir, 2022; Aktürk, Yazıcı and Bulut, 2013; Kulaca, 2023; Çelik,

Güleç and Atasoy, 2025; Karamustafaoğlu and Aktürk, 2016; Likavcan, 2024; Uçar and Aktamış, 2019).

No significant difference was found between the control group’s pre-test and post-test scores in

the behavioral dimension of astronomy literacy. Since only the social studies curriculum was implemented

and no astronomy-focused applications were introduced, the findings indicated that the content of the

social studies program alone did not sufficiently support the development of students’ astronomy literacy

or related behavioral skills. However, previous studies demonstrated that the students’ astronomy com-

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111

Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

petencies could be enhanced through the use of diverse, targeted applications (Aktamış and Arıcı, 2013;

Peten and Şirin, 2020).

A significant difference in the behavioral dimension of astronomy literacy was revealed between the

pre-test and post-test scores of the experimental and control groups, in favor of the experimental group.

This particular result indicated that the instructional activities implemented in the experimental group ef-

fectively enabled the students to attain the behavioral competencies required for astronomy literacy. Con-

sistent with this finding, numerous studies reported that the diverse astronomy-related activities enhanced

the students’ academic performance and strengthened their skills related to space and astronomy (Tian,

Endo, Urata, Mouri and Yasuda, 2014; Taşcan, 2019; Kalkan and Yener, 2022).

A significant difference was identified between the pre-test and post-test scores of the experimen-

tal and control groups in the behavioral dimension of astronomy literacy when examined in relation to

gender. In the experimental group, the male students exhibited more positive behavioral changes toward

astronomy compared to the female students. In contrast, no significant gender-related differences were

observed among the students in the control group.

This is possible to attribute this result to the absence of any instructional applications in the control

group that could have generated a positive effect. Overall, the findings indicated that the activities imple-

mented to enhance the students’ astronomy literacy made a meaningful contribution to the development

of students’ cognitive, affective and behavioral competencies (De Beasi et al., 2015; Love, Murphy and

Bonora, 2013; Remie, 2019; Salimpour et al., 2024; Ünal, 2024).

Recommendations

• Astronomy applications such as StarWalk, Skymap, and GoogleEarth, which actively engage students

in lessons to develop cognitive, affective, and behavioral skills, can be used.

• Activities such as adaptations of Taboo games, concept puzzles, and flashcards related to astronomy

topics can be conducted. • Different and fun teaching methods such as the case study method and

evidence-based teaching method can be used in social studies lessons.

• To improve astronomy literacy, schools should be equipped with the essential materials and equip-

ment such as telescopes, sky observation tools, and appropriate technological resources that support

practical and inquiry-based learning experiences.

• In-service training programs can be provided for the social studies teachers to enhance their aware-

ness of astronomy and to support the effective integration of astronomy-related content into their

instructional practices.

• Students may be taken on annual visits to space-related museums or educational centers to enrich

their learning experiences and strengthen their interest in astronomy.

• Astronomy advancements and educational programs implemented by the leading space-faring nations

can be scrutinized and adapted for use within the Turkish education system to enhance the quality and

scope of astronomy instruction.

Acknowledgements

I would like to thank Assoc. Prof. Dr. Esra Benli ÖZDEMİR for allowing me to use the Astronomy

Literacy Scale in the preparation of this study and Dr. Erkan YILMAZ for checking the language.

Funding

This research did not receive any specific grant from funding agencies in the public, commercial,

or not-for-profit sectors.

Conflict of interests

The Authors that there is no conflict of interest.

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112

Çelik, E. M., Güleç, S. & Atasoy, E. (2026). An Analysis of Social Studies Instructional Applications for the Development of

Astronomy Literacy in 7th Grade Students, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 14(1), 97-114.

Data availability statement

The original contributions presented in the study are included in the article; further inquiries can be

directed to the corresponding authors.

Institutional Review Board Statement

This study was conducted in strict accordance with the ethical standards of research involving hu-

man participants and in line with the principles of the Declaration of Helsinki. The research protocol was

reviewed and approved by the Bursa Uludag University Research and Publication Ethics Committee /

Social and Human Sciences Research and Publication Ethics Committee (Approval Number: [2023-07],

Approval Date: [August 25, 2023]).

Prior to participation, informed consent was obtained from all participants. The participants were in-

formed of the study’s objectives, procedures, potential risks and benefits, as well as their right to withdraw

at any stage without any negative consequences.

All ethical considerations were observed, including the confidentiality of personal information, vol-

untary participation, and data protection in accordance with application.

Author Contributions

Conceptualization, data curation, methodology, writing- original draft, M.E.Ç; Software, Visualiza-

tion, writing- review & editing, validation S.G.; formal analysis, funding, research, project management,

resources, and supervision were all performed by M.E.Ç and S.G.

All authors read and agreed to the published version of the manuscript.

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