摘要：This study examined the learning effects of active manipulation in teaching practice using three types of multi-view astronomical teaching equipment. The results revealed that the level of comprehension of the instructional content was the same for active learning and passive learning, whereas the scores of an application test on the waxing and waning of the moon considering direction and time, which were not taught in class, improved more after active learning. The results of subjective evaluation demonstrated that the students who learned passively were more eager to learn about the waxing and waning of the moon than were students who learned actively. Further, the results suggested that the difference in the groups' understanding had influenced their interest in the teaching equipment.
