Abstract
The paper deals with the problems of students’ everyday conceptions of the day/night cycle and seasonal changes and the influence of teaching on these conceptions. Students of regular state schools and an alternative Waldorf school were compared. Textbook analysis was carried out and 276 schoolchildren from grades 3–9 were questioned in written form. Children’s explanations and illustrations were analyzed and compared with those found in the textbooks. The results showed that students need much more guidance in learning contemporary explanations of astronomical phenomena in school. It was shown that textbooks used in regular schools provide confusing and misleading information that is misinterpreted by children. It was shown that regular school students relied for their answers more on verbal facts taught in school, but Waldorf school students gave more simple descriptive answers.
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