iStarDB (The Astronomy Education Research Repository)
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Citizen Astronomers...Yesterday, Today, and Tomorrow
No full textWhile our understanding of the Universe seems to be expanding much like the Big Bang, there seem to be fewer
and fewer new people dedicated to gathering, interpreting, and disseminating scientific astronomical data. In this
paper I present a plan to create “Certified Citizen Astronomers”, i.e., the development of a curriculum where
people of all ages and backgrounds can develop robust photometric, astrometric, and spectroscopic techniques
so that they can participate more fully in the astronomical adventure
Outreach Activity Using The Internet Telescope
No full textWe here report on the outreach activity using the Keio University Internet telescope performed by Science agora 2012 and 2013 in Tokyo. Many visitors came to our booth and operated the Keio University Internet telescope, and our project was awarded the prize of the National Institute of Advanced Industrial Science and Technology. In addition, based on the questionnaire for that occasion, the usefulness of the Internet telescopes in outreach activities is considered
Education for development under the skies of Chile
No full textWe report on an educational program initiated in Chile in the year 2010 on the frame of an excellence research and graduate exchange program between the University of Heidelberg and the Pontfica Catlica University in Chile, funded by the German International Exchange Office (DAAD)
TWINNING between Institutions in developed and less developed countries: an ideal way to set-up an astrophysics program
No full textIt is very difficult to start from scratch a new Astrophysics program in a country with very little or no researchers in the field. In 2007, we began to set-up an Astrophysics program by TWINNING the Universit´e de Ouagadougou with the Universit´e de Montr´eal in Canada, the Universit´e de Provence in France and the University of Cape Town in South Africa. Already, courses are given at the undergraduate and Master levels and a teaching Observatory has been built. A 1m research telescope was also moved from the La Silla Observatory in Chile to Burkina Faso and the infrastructure is being built at the moment on mount Djaogari in the north-eastern part of the country. In the meantime, 6 students are doing their PhD in Astrophysics overseas (Canada, France and South Africa) and will become the core of the research group at the Universit´e de Ouagadougou. An engineer is also doing his PhD in Astronomical Instrumentation to help with the maintenance of the equipment on the Research Telescope
Global Astronomy Month - An Annual Celebration of the Universe
No full textOne of the most successful global outreach efforts in history was the International Year of Astronomy 2009. With the momentum created by this year long program, it was important to take the efforts to coming years. The Astronomers Without Borders organization captured the energy of the International Year of Astronomy 2009 and refocused it as an ongoing annual celebration of the Universe by organizing Global Astronomy Month, a worldwide celebration of astronomy in all its forms, every April. In 2010, the program saw professionals and
amateur astronomers, educators and astronomy enthusiasts from around the globe participating together in the spirit of International Year of Astronomy 2009 and provided a global stage for established programs and a framework for partnerships. The 2011 version of the program saw much bigger participation with several global partner organizations joining in creating more than 40 global level programs throughout the month. Within a short period of two years, Global Astronomy Month has evolved to a much needed global platform after International Year of Astronomy 2009
Comparing Short- and Long-Term Learning Effects Between Stereoscopic and Two-Dimensional Film at a Planetarium
No full textScience centers such as museums and planetariums have used stereoscopic (“three-dimensional”) films to draw interest from and educate their visitors for decades. Despite the fact that most adults who are finished with their formal education get their science knowledge from such free-choice learning settings very little is known about the effect of stereoscopic film presentation on their science learning. We explored this issue by designing a quasi-experimental field trial with a short film about the shape of the Milky Way galaxy. The film was produced based on a set of stereoscopic design principles derived from spatial cognition and cognitive load literature with the goal of lowering the audience’s extraneous cognitive load. The film was randomly shown in either two-dimensional (2D) or stereoscopic format to 498 adults who visited a large, urban planetarium. To investigate the extent of audience’s change related to galaxy-related spatial concepts, an identical set of questions was asked on iPads before and after the film was shown. A delayed posttest was given to 123 of those adults approximately 6 months later. Test performances were analyzed using repeated measures analysis of covariances (ANCOVAs) with demographic and spatial visualization ability measures as covariates. Results show identical short-term learning gains in both the 2D and stereoscopic groups
Development and validation of a learning progression for change of seasons, solar and lunar eclipses, and moon phases
No full textIn this paper, we report about the development and validation of a learning progression about the Celestial Motion big idea. Existing curricula, research studies on alternative conceptions about these phenomena, and students’ answers to an open questionnaire were the starting point to develop initial learning progressions about change of seasons, solar and lunar eclipses, and Moon phases; then, a two-tier multiple choice questionnaire was designed to validate and improve them. The questionnaire was submitted to about 300 secondary students of different school levels (14 to 18 years old). Item response analysis and curve integral method were used to revise the hypothesized learning progressions. Findings support that spatial reasoning is a key cognitive factor for building an explanatory framework for the Celestial Motion big idea, but also suggest that causal reasoning based on physics mechanisms underlying the phenomena, as light flux laws or energy transfers, may significantly impact a students’ understanding. As an implication of the study, we propose that the teaching of the three discussed astronomy phenomena should follow a single teaching-learning path along the following sequence: (i) emphasize from the beginning the geometrical aspects of the Sun-Moon-Earth system motion; (ii) clarify consequences of the motion of the Sun-Moon-Earth system, as the changing solar radiation flow on the surface of Earth during the revolution around the Sun; (iii) help students moving between different reference systems (Earth and space observer’s perspective) to understand how Earth’s rotation and revolution can change the appearance of the Sun and Moon. Instructional and methodological implications are also briefly discussed
Using Authentic Science in the Classroom: NASA’s Coordinated Efforts to Enhance STEM Education
No full textA key NASA education goal is to attract and retain students in science, technology engineering, and mathematics (STEM) disciplines. When teachers engage students in the examination of authentic data derived from NASA satellite missions, they simultaneously build 21st century technology skills as well as core content knowledge about the Earth and space. In this session, we highlight coordinated efforts by NASA Science Mission Directorate (SMD) Education and Public Outreach (EPO) programs to enhance educator accessibility to data resources, distribute state-of-the-art data tools and expand pathways for educators to find and use data resources. The group discussion explores how NASA SMD EPO efforts can further improve teacher access to authentic NASA data, identifies the types of tools and lessons most requested by the community, and explores how communication and collaboration between product developers and classroom educators using data tools and products can be enhanced
Mitaka “Taiyokei” (solar system) walk; a collaborative science outreach program by institutes, local government, and shopping stores
No full textNo Abstract
Working with Journalists: Media Access and Why You May Need It
No full textThe Washington Charter for Communicating Astronomy with the Public says that “individuals and organizations that conduct astronomical research - especially those receiving public funding for this research - have a responsibility to communicate their results and efforts with the public for the benefit of all.“ Aside from a sense of obligation, though, there are other reasons why astronomers ought to communicate with the broader citizenry. Among them: it is encouraged by the leaders of government funding agencies, it helps further public recognition and support for science in general and for astronomy in particular, and it can enhance one's career prospects