The kids are having such a nice time discussing and digging into your answers. They really appreciate your explanations, and if that's ok for you, would like to ask a bunch of follow-ups:
Certainly! However, do you think you might be able to share any details of that conversation? I imagine that the classroom discussion might be something along the lines of : "Why/how do we know that this isn't the case?"/"How do we know the mainstream science view is correct?" and if that is the case, I would be doubly interested in what evidence/arguments they've researched to that end.
What is the Sun?
No one knows. One of the stupidest conceptions was held by most all the top scientific minds of the 19th century, in which the sun was a giant burning gas lamp (they had recently gotten gas streetlamps - heady days). Sadly our modern "theories" have their foundation solidly in that stupid and indefensible idea.
What's its shape and what is it made of?
It is difficult to say with any certainty from this distance away. Science is very hands on - it can't be performed through a telescope. The sun certainly appears circular (which is different than spherical), and the ancient egyptians (as well as later cultures that revered them) referred to it as the sun-disc. Just because we can't answer with much certainty, doesn't mean we can't speculate (as long as we ALWAYS remember that and ALWAYS remember to present it as speculation).
As for its composition (as well as size and distance), we can only speculate (and make basic, tenuous, inferences using spectroscopy etc.). Some speculate that it is actually an atmospheric effect, and that the ionization of the atmosphere is most responsible for daylight. In that case the sun is more of a phenomenon caused, presumably, by another energy source and need not generate anything itself (necessarily) - which solves many of the current mysteries of stellar function.
All of the answers presented as science to students for the composition, size, mechanism, and distance are merely speculation with very little (if any) scientific support. They are parts of astronomical mythology, not actual/real science.
Same for the Moon.
Once again, there are many speculations. For instance, there was an interview discovered by the public australian broadcasting company in their archives of a tasmanian professor in 67-68. Professor foster claimed that his research demonstrated, without doubt, that the moon was a plasma phenomenon and that there is absolutely no way the americans or russians could land anyone there as they had been posturing/planning. The moon (and sun) is very possibly immaterial (or of very minimal matter / minuscule density), and perhaps a reflection or (presumed natural) hologram composed of the rarefied air in the upper strata.
How do you conceive outer-space?
The same way absolutely everyone else does; sci-fi. Sci-fi defines space and the expectations thereof, and always has. The concept of space and landing on other planets has its inception/foundation purely in fiction, which many overlook (it is NOT coincidence).
It should come as no surprise that humanity was wrong about the wild unvalidated speculations on things so very far from the totality of their experience. We barely know what's going on terrestrially, and have no idea whatsoever about anything beyond that - this is the plain reality that we try to obscure by disingenuously teaching mythology as science from childhood.
—People currently believe in the origin of the universe being a great explosion. Have Flat Earthers suggested any theory about the origin of the universe?
Yes, people believe that. But they should know better! Belief has no place in knowledge/fact, least of all scientific. Belief is across purposes to knowledge. If you BELIEVE the world is round, or flat, or dodecahedron - you have FAITH not fact. So it is with the supposed origins of the universe. More mythological fiction, disingenuously passed off as science to children. The big bang was invented by a priest. It was stupid and unscientific then, and it has had almost a century to stew in its own juices.
Creation myth has no place in the science classroom (or discussions about science, like the one we are currently engaged in) except in the strictest context of speculation and/or potential experimental evaluation.
Ideally, once you earnestly engage in flat earth research (or any other objective/scientific research), your days of tolerating or allowing belief in knowledge are over.
Thanks again!
Anytime. Let me know if you need any clarification, and/or have any specific criticisms / evidence for or against that would be worth further exploring!
At the core (which we haven't touched) are the incorrect definitions of science, scientific method, experiment, and hypothesis that the vast majority are taught that are largely responsible for the rampant scientific illiteracy we currently "enjoy". You can't hope to discern between actual science, and mythological/philosophical/religious pseudoscience presented as it (like most of that which is taught in astronomy, astrophysics, and cosmology), unless you learn the proper criteria to do so first.