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Journal articles on the topic 'Astronomy in Education'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Percy, J. R. "The Role of Amateur Astronomers in Astronomy Education." International Astronomical Union Colloquium 162 (1998): 205–10. http://dx.doi.org/10.1017/s0252921100115106.

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Let us begin by defining “amateur astronomer”. According to a dictionary, an amateur astronomer is “someone who loves astronomy, and cultivates it as a hobby”. At IAU colloquium 98 (The Contributions of Amateurs to Astronomy), Williams (1988) discussed this issue at length. He proposed that, to be an amateur astronomer, one must be an astronomer - able to do astronomy with some degree of skill; he then defined an amateur astronomer as “someone who carries out astronomy with a high degree of skill, but not for pay”.
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2

Ferreira, Ana Lucia, Pedro Arthur de Lorenzo Petry, Gabriel Salles do Amaral, and Marcela Alves Domingues. "ASTRONOMIA E EDUCAÇÃO/ ASTRONOMY AND EDUCATION." Brazilian Journal of Development 7, no. 2 (2021): 17604–12. http://dx.doi.org/10.34117/bjdv7n2-416.

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3

Isobe, Syuzo, Jay Pasachoff, Julieta Fierro, et al. "Commission 46: Astronomy Education and Development (Education Et Developpement En Astronomie)." Transactions of the International Astronomical Union 25, no. 1 (2002): 420–30. http://dx.doi.org/10.1017/s0251107x00001772.

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4

Iwaniszewska, Cecylia. "The Contribution of Amateur Astronomers to Astronomy Education." International Astronomical Union Colloquium 105 (1990): 328–32. http://dx.doi.org/10.1017/s0252921100087054.

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I would like to dedicate this paper to the memory of my husband, Henryk Iwaniszewski, an astronomer working in radio astronomy and electronics, who until his untimely death seven years ago had been very active as president of our local branch of the Polish Amateur Astronomers Association. He was especially keen about introducing astronomy to the general public.I want to speak here mainly, but not exclusively, about the IAU Colloquium No. 98, “Contribution of Amateur Astronomers to Astronomy,” which was held in 1988 in Paris. First of all, some definitions. Thomas Williams of the American Association of Variable Star Observers (AAVSO), from Houston, Texas, introduced at the conference several criteria for identification — first of astronomers, and then of professionals and amateurs. According to Williams:
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5

Pasachoff, Jay M. "ASTRONOMY EDUCATION RESEARCH." American Journal of Physics 73, no. 11 (2005): 997. http://dx.doi.org/10.1119/1.1947199.

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MacIsaac, Dan. "Astronomy Education Review." Physics Teacher 48, no. 3 (2010): 207. http://dx.doi.org/10.1119/1.3317469.

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7

Ros, Rosa M. "Astronomy and Mathematics Education." Highlights of Astronomy 13 (2005): 1022–23. http://dx.doi.org/10.1017/s1539299600018013.

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Astronomy has an interdisciplinary aspect that in some cases is very positive. It is interesting to combine Astronomy with other topics and introduce Astronomy in general projects in school in order to integrate several courses, for instance Physics, Mathematics, Geography, Biology or History; however these kinds of projects are sporadic. In order to promote Astronomy it is better to try to introduce it as a course in its own right. The viability of this situation depends on the national curriculum and the plans of the Education Ministry in each country. In general, the majority of countries do not have Astronomy as a specific course and it is not easy to achieve. Therefore, if this option is not possible, we should adapt to the real situation, that is to say include Astronomy as a part of other courses. This contribution aims to propose a new point of view which could work to make this the case.
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Ros, Rosa M., and Beatriz Garc. "Astronomy in the City for Astronomy Education." Proceedings of the International Astronomical Union 11, A29A (2015): 150–53. http://dx.doi.org/10.1017/s1743921316002660.

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AbstractAstronomy is part of our culture. Astronomy cannot be isolated in a classroom, it has to be integrated in the normal life of teachers and students. “Astronomy in the city” is an important part of NASE (Network for Astronomy School Education) (Ros & Hemenway 2012). In each NASE course we introduce a “working group session” chaired by a local expert in cultural astronomy. The chair introduces several examples of astronomy in their city and after that, the participants have the opportunity to discuss and mention several similar examples. After this session all participants visit one or two sites proposed and introduced by the chair.After more than 5 years using this method we visited and discovered several examples of astronomy in the city:•Astronomy in ancient typical clothes.•Archaeological temples oriented according to the sunrise or set.•Petroglyphs with astronomical meaning.•Astronomy in monuments.•Sundials.•Oriented Colonial churches.•Astronomy in Souvenirs.In any case, teachers and students discover that Astronomy is part of their everyday life. They can take into account the Sun's path when they park their car or when they take a bus “what is the best part in order to be seat in the shadow during the journey?” The result is motivation to go with “open eyes” when they are in the street and they try to get more and more information about their surroundings.In summary, one of the main activities is to introduce local cultural aspects in NASE astronomy courses. The participants can discover a new approach to local culture from an astronomical point of view.
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9

CHATTERJEE, SOMENATH. "AMATURE ASTRONOMY AND ASTRONOMY EDUCATION IN INDIA." Publications of The Korean Astronomical Society 30, no. 2 (2015): 729–30. http://dx.doi.org/10.5303/pkas.2015.30.2.729.

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10

Hutawarakorn, Busaba. "Astronomy Education in Thailand." Transactions of the International Astronomical Union 24, no. 3 (2001): 165. http://dx.doi.org/10.1017/s0251107x00000638.

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Thailand is one of the developing countries which tries to advance its economy, technology and science. Education in astronomy is considered a supporting factor; astronomy is a basic science from which the young generation can learn to understand and to conserve mother nature and at the same time develop analytical thinking. The poster reports the present developments in astronomical education in Thailand which includes (1) current astronomy education in school and university; (2) educational activities outside school; (3) development of programs for teaching astronomy in school (including teacher training); (4) the access of educational resources via internet. Proposals for future development and collaborations will be presented and discussed. (Co-authors are B. Soonthornthum and T. Kirdkao.)
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11

Gouguenheim, Lucienne. "Astronomy Education - An Overview." Highlights of Astronomy 10 (1995): 145–47. http://dx.doi.org/10.1017/s1539299600010728.

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12

De Greve, Jean-Pierre. "Challenges in Astronomy Education." Proceedings of the International Astronomical Union 5, H15 (2009): 642–67. http://dx.doi.org/10.1017/s1743921310010884.

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AbstractAstronomy is an attractive subject for education. It deals with fascination of the unknown and the unreachable, yet is uses tools, concepts and insights from various fundamental sciences such as mathematics, physics, chemistry, biology. Because of this it can be well used for introducing sciences to young people and to raise their interest in further studies in that direction. It is also an interesting subject for teaching as its different aspects (observation techniques, theory, data sampling and analysis, modelling,?) offer various didactical approaches towards different levels of pupils, students and different backgrounds. And it gives great opportunities to teach and demonstrate the essence of scientific research, through tutorials and projects. In this paper we discuss some of the challenges education in general, and astronomy in particular, faces in the coming decades, given the major geophysical and technological changes that can be deducted from our present knowledge. This defines a general, but very important background in terms of educational needs at various levels, and in geographical distribution of future efforts of the astronomical community. Special emphasis will be given to creative approaches to teaching, to strategies that are successful (such as the use of tutorials with element from computer games), and to initiatives complementary to the regular educational system. The programs developed by the IAU will be briefly highlighted.
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13

Giacconi, Riccardo. "An Education in Astronomy." Annual Review of Astronomy and Astrophysics 43, no. 1 (2005): 1–30. http://dx.doi.org/10.1146/annurev.astro.43.090303.091253.

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14

Szécsényi-Nagy, Gábor. "Astronomy Education in Hungary." International Astronomical Union Colloquium 105 (1990): 28–34. http://dx.doi.org/10.1017/s0252921100086322.

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Our educational system, like that of any other country, has grown up to meet the needs of the environment in which it developed. Perhaps its most distinctive feature is its emphasis on education of the masses rather than on education of the intellectuals.The philosophy of the Hungarian educational system is that a democracy depends upon a well-informed electorate, and that therefore each citizen should receive the best education possible. As a result, in our country most children in the same community attend school together from kindergarten through secondary school practically regardless of differences in intellectual ability or in family background.
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15

McKinnon, David H. "Distance/Internet Astronomy Education." Highlights of Astronomy 13 (2005): 1037–40. http://dx.doi.org/10.1017/s1539299600018050.

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This paper briefly reports two major programs being operated by Charles Sturt University, Bathurst: the Cosmology Distinction Course for gifted and talented senior high school students and the CSU Remote Telescope Project for upper-elementary and lower secondary school students.
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16

Feder, Toni. "Astronomy education and jobs." Physics Today 65, no. 2 (2012): 28. http://dx.doi.org/10.1063/pt.3.1436.

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17

Kim, Yong H. "Teaching Observational Astronomy as a Laboratory Course for Non-Majors." International Astronomical Union Colloquium 105 (1990): 154–58. http://dx.doi.org/10.1017/s0252921100086620.

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Since antiquity, doing astronomy means basically stepping outside, looking upward, and considering the widest environment. Thus any undergraduate astronomy program, no matter how diverse its course offering, is incomplete without observational astronomy. For example, some California community colleges offer several courses including such titles as “Man and the Cosmos,” “Final Stellar States,” “Astronomy Enrichment,” and “Astronomical Myths, Mysteries & Fallacies,” but do not offer “Observational Astronomy.” As a teaching astronomer, I question the wisdom and honesty of such practice of proliferation solely based on sensationalism. An introductory lecture course and an observational lab course must be the core of lower-division undergraduate astronomy education. Anything else, in my opinion, is peripheral.
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18

CANALES, JIMENA. "Exit the frog, enter the human: physiology and experimental psychology in nineteenth-century astronomy." British Journal for the History of Science 34, no. 2 (2001): 173–97. http://dx.doi.org/10.1017/s0007087401004356.

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This paper deals with one of the first attempts to measure simple reactions in humans. The Swiss astronomer Adolph Hirsch investigated personal differences in the speed of sensory transmission in order to achieve accuracy in astronomy. His controversial results, however, started an intense debate among both physiologists and astronomers who disagreed on the nature of these differences. Were they due to different eyes or brains, or to differences in skill and education? Furthermore, they debated how to eliminate them. Some, for example, wanted to eliminate the observer, and prescribed the use of new technologies like the electro-chronograph or photography, while others believed in discipline and education. By debating the nature of these differences, astronomers and physiologists sketched both different conceptions of ‘man’ and different paths to objectivity. These diverse conceptions, moreover, were tied to current nineteenth-century debates, such as the benefits or disadvantages of railroads, telegraphy and the standardization of time and longitudes. By focusing on the debates surrounding the speed of sensory transmission, this paper reevaluates the history of astronomy, physiology and experimental psychology. Furthermore, in investigating astronomy's relation to the human sciences, it uncovers profound connections in the traditionally separate histories of objectivity and the body.L'heure sera distribuée dans les maisons,comme l'eau ou le gaz.Adolph Hirsch
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19

Kobe, Syuzo. "Astronomy Education in the East." Highlights of Astronomy 11, no. 2 (1998): 734–35. http://dx.doi.org/10.1017/s1539299600018633.

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In the IAU, there is the Commission 46 “Teaching of Astronomy” to which at least one representative from each member country belongs. At an occasion of the Asian-Pacific regional meeting of the IAU held in Beijing in 1987, there was a resolution to set up a committee of Teaching of Astronomy in the Asian-Pacific region. Since then, a session of the Teaching of Astronomy has been hold at each regional meeting.
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20

Zagainova, Vera. "Astronomy in additional education in Kazakhstan." Proceedings of the International Astronomical Union 5, S260 (2009): 690–95. http://dx.doi.org/10.1017/s1743921311003036.

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AbstractThe merging of astronomy and physics into one subject in Kazakhstan's schools has hampered the knowledge of astronomy that had been established over tha past years. It is necessary to create a new system of aspace education for schoolchildren and the system of additional education should be leading this work. Additional education of astronomy in Kazakhstan began with astronomical clubs in the 1960s. In this paper a new system of additional education of astronomy in Kazakhstan is proposed.
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21

Turaj, Katarzyna. "Astronomical Education in Poland." International Astronomical Union Colloquium 98 (1988): 218. http://dx.doi.org/10.1017/s0252921100093040.

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Astronomical education is undergoing a fundamental change in Poland with the introduction in 1987 September of a revised astronomy programme. Although previously taught as a separate subject, it was often neglected by pupils concentrating on examinations for other subjects. Astronomy is now treated as part of the physics course and will be taught to all grades of pupils. This contribution also described the encouragement of astronomy through school astronomy groups, summer camps and the Astronomy Olympiads, where the winners are excused from entrance examinations to university if taking astronomy or physics courses.
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22

Bailey, Janelle M., and Doug Lombardi. "Blazing The Trail For Astronomy Education Research." Journal of Astronomy & Earth Sciences Education (JAESE) 2, no. 2 (2015): 77. http://dx.doi.org/10.19030/jaese.v2i2.9512.

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<p>Education research has long considered student learning of topics in astronomy and the space sciences, but astronomy education research as a sub-field of discipline-based education research is relatively new. Driven by a growing interest among higher education astronomy educators in improving the general education, introductory science survey course for non-science majoring undergraduates (“ASTRO 101”), contemporary astronomy education research is led by scholars with significant expertise in astronomy content. In this review, we outline the recent history of the growing field of discipline-based astronomy education research by analyzing graduate degrees earned, faculty involved, and major milestones, such as the appearance of archival, peer-reviewed professional journals. Astronomy education research as a field of discipline-based education research has made notable strides in the past few decades that distinguish it from the K-12 education research realm, and, in spite of some setbacks, continues to move forward as a growing and vibrant community of scholars.</p>
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23

Krons, Aivars. "VISUALIZATION IN ASTRONOMY AT GENERAL SCHOOL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 2 (2009): 31–37. http://dx.doi.org/10.48127/gu-nse/09.6.31a.

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This is an International Year of Astronomy (IYA 2009) when we pay great attention to astronomy education. The International Year of Astronomy is a year-long celebration of astronomy, taking place in 2009 to coincide with the 400th anniversary of the first recorded astronomical observations with a telescope by Galileo Galilei. Author presents a modern approach to teaching astronomy and planetary sciences, centered on visual images and simulations of planetary objects. The basic idea is to take the students to other celestial objects as tourists, and to teach science through the observations of various natural phenomena in these new environments. The power of scientific visualization, through still and dynamic images, makes such a journey an exciting learning experience. The introduction of new technologies (3D animations, virtual reality) greatly enhances the visualization capabilities the teacher can use, allowing him to simulate actual flights over the terrain of other planets and to study them as if observing from a spaceship in orbit. The present article focuses on the study of the Moon, planets, asteroids and Galaxies by means of observations, interpretations, and comparison to planet Earth. Students learn to recognize geological and atmospheric processes, discuss astronomic phenomena, celestial bodies and discover that the same basic physical laws govern all objects in the Solar system and Universe. Key words: interactive learning, astronomy, telescope, astronomy education, scientific visualization, virtual reality (VR).
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24

Fraknoi, Andrew, and Sidney Wolff. "Welcome to Astronomy Education Review." Astronomy Education Review 1, no. 1 (2001): 117–20. http://dx.doi.org/10.3847/aer2001010.

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25

Fan, J. H., J. S. Zhang, J. Y. Zhang, Y. Liu, and H. G. Wang. "Astronomy Education for Physics Students." Journal of Astrophysics and Astronomy 32, no. 1-2 (2011): 331–32. http://dx.doi.org/10.1007/s12036-011-9036-1.

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26

Percy, John R. "Astronomy Education: an international perspective." International Astronomical Union Colloquium 162 (1998): 2–6. http://dx.doi.org/10.1017/s025292110011468x.

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Education is important to astronomers because it affects the recruitment and training of future astronomers, and because it affects the awareness, understanding and appreciation of astronomy by taxpayers and politicians who support us. We have an obligation to share the excitement and the significance of our work with students and the public. Education is often neglected by the scientific and professional community - not by us, of course - and by many research universities. Our task is not only to be better astronomy educators ourselves, but to convince and train our students and colleagues to do likewise.
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27

Wilgenbus, David, and Pierre Léna. "Early science education and astronomy." Proceedings of the International Astronomical Union 5, S260 (2009): 629–41. http://dx.doi.org/10.1017/s1743921311002948.

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AbstractInquiry-based science education is currently receiving a consensus as a pedagogy to teach science at primary and middle school levels, with the goal to reach all children and youngsters, no matter what their future professional choices will be. By the same token, it also greatly increases the fraction of the school population in which future technicians, engineers and sciences could be recruited for further training. La main à la pâte is the name of the action undertaken by the French Académie des Sciences to develop inquiry in France, and then in many collaborating countries. The focus is on science as a whole, and not on particular disciplines such as physics, biology, and so on, since it is the understanding of scientific method and use of evidence which is at the heart of inquiry. Yet, astronomy is offering so many opportunities to demonstrate the scientific method that La main à la pâte has developed a number of inquiry activities in this field, which are presented here, such as Measuring the Earth, Calendars and cultures, the use of One Laptop per Child for Moon observations, etc.
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28

Liu, Lin. "China’s Postgraduate Education in Astronomy." Publications of the Astronomical Society of Australia 9, no. 1 (1991): 178–79. http://dx.doi.org/10.1017/s1323358000025509.

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29

Kalra, G. L. "Education in Astronomy: Some Suggestions." Publications of the Astronomical Society of Australia 9, no. 1 (1991): 185. http://dx.doi.org/10.1017/s1323358000025534.

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AbstractAstronomy is one of the most ancient disciplines of knowledge which has inspired a great deal of human thought. Its study has triggered developments in many fields. Bohr’s atomic model and our idea about the thermonuclear fusion are two of the many examples which have significantly influenced (and will continue to influence) the course of human civilisation.
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30

Graham, Andrew. "New Online Astronomy Education Magazine." Physics Teacher 40, no. 6 (2002): 383. http://dx.doi.org/10.1119/1.1558121.

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31

Wolff, Sidney, and Andrew Fraknoi. "Astronomy Education Review, http://aer.noao.edu." Physics Teacher 42, no. 2 (2004): 127. http://dx.doi.org/10.1119/1.1646497.

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32

Broadfoot, John M., and Ian S. Ginns. "Astronomy Education Research Down Under." Highlights of Astronomy 13 (2005): 1024–28. http://dx.doi.org/10.1017/s1539299600018025.

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There are many problems associated with the teaching and learning of astronomy that require further investigation (Taylor k, Barker 2000). Students’ difficulties with visualization, mental modeling and conceptual restructuring have been reported by a number of researchers. Aspects of these important areas of research are examined in the paper. However, there has been limited focused research in the specific area of astronomy teaching (Taylor & Barker 2000; Treagust & Smith 1989). For example, the value of strategies that engage students in challenging their prior beliefs and intuitive ideas, thus enabling them to perceive patterns and grapple with frame of reference problems, and construct acceptable models of celestial phenomena, must be assessed. Such strategies might incorporate or re-enact historical discoveries (Noble 1999) thus engaging students in thinking about astronomical phenomena from an intuitive position.
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33

Fucili, Leonarda. "Implementing the Astronomy Education Research." Highlights of Astronomy 13 (2005): 1032–36. http://dx.doi.org/10.1017/s1539299600018049.

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I think there is nothing like the study of astronomy to capture the imaginations of our students, to make them understand phenomena, and to introduce them to the fundamental ideas and methods of science and mathematics. In my presentation, I will examine my research on effective teaching and learning of astronomy at the elementary school level, and how I have implemented my research in my work with students, teachers, and curriculum.
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34

Harutyunian, Hayk, and Areg Mickaelian. "Modern facilities in astronomy education." Proceedings of the International Astronomical Union 2, SPS5 (2006): 263–64. http://dx.doi.org/10.1017/s1743921307007119.

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AbstractAstronomical education is entering a new stage of development which is closely connected with the development of new technologies for communication, computing and data visualization. We discuss this evolution in the context of astronomy education in Armenia. As students spend only a short time in Byurakan Observatory for training in observations, they are not able to carry out systematic astronomical observations. Hence their training places emphasis on the use of astronomical archives and analysis of observational data obtained previously with the Byurakan telescopes and other ground-based and space telescopes. Thus, one of the aims of the Armenian Virtual Observatory is to support the training of students in this modern context.
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35

Fairall, A. P., and P. A. Whitelock. "Astronomy education in South Africa." Astrophysics and Space Science 230, no. 1-2 (1995): 495–501. http://dx.doi.org/10.1007/bf00658205.

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36

West, Richard M. "Current Trends in European Astronomy Education." International Astronomical Union Colloquium 162 (1998): 242–48. http://dx.doi.org/10.1017/s0252921100115180.

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Astronomy knows no geographical borders - the sky is the same over all countries. However, while professional astronomers have long established bi- and multilateral collaborations, many of which take place under the auspices of the IAU, few similar schemes exist within astronomy education.Now, following the establishment in 1995 of the European Association for Astronomy Education (EAAE), this situation is about to change on that continent. This new association offers an efficient platform for astronomy educators at various levels - in particular at the approx. 7000 secondary schools in this geographical area - to interact in all related matters, e.g. curricula, all kinds of teaching materials, student exchanges and other events. Together with the European Commission and some of the professional institutes, EAAE is now planning a major, international event in November 1996.
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37

Harutyunian, Hayk A. "Astronomical education in Armenia." Proceedings of the International Astronomical Union 2, SPS5 (2006): 173–76. http://dx.doi.org/10.1017/s1743921307006953.

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AbstractAstronomy pupils in Armenia get their first ideas on astronomy at elementary schools. Astronomy as a distinct subject is taught at all secondary schools in the country. Teaching is conducted according to a unified program elaborated jointly by professional astronomers and astronomy teachers. Unfortunately only one hour per week is allotted for teaching astronomy, which obviously is not enough workload to hire specialized astronomy teachers at every school, and at many schools this subject is tutored by non-specialists. Many schools partly compensate this lack of teachers by organizing visits to the Byurakan Astrophysical Observatory (BAO) for pupils, where they also attend short lectures on astronomy. In some schools optional training in astronomy is organized by amateurs, for the purpose of a deeper understanding in astronomy.During recent years annual competitions for revealing gifted pupils in astronomy have been organized. These competitions have three rounds, namely, in schools, in districts and the final round is, as a rule, held at BAO. The national winners successfully participate in and win prestigious prizes at international astronomical Olympiads as well.At Yerevan State University (YSU) there is a department for astrophysics, which was set up in 1946 and is operating to date. This department trains specialists for a career in astrophysics. Only one or two students graduate from this department yearly at present, while in the 1980s a dozen specialists were trained every year. BAO serves as the scientific base for the students of YSU as well, and a number of staff members from BAO conduct special courses for YSU students. YSU provides a Master's degree in astrophysics, and BAO is granting a Doctor's (PhD) degree since the 1970s.
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38

Pasachoff, Jay M., Barrie W. Jones, John B. Hearnshaw, et al. "COMMISSION 46: ASTRONOMY EDUCATION AND DEVELOPMENT." Proceedings of the International Astronomical Union 3, T26B (2007): 230–33. http://dx.doi.org/10.1017/s1743921308024241.

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The International Astronomical Union (IAU) was founded in 1922 to “promote and safeguard astronomy . . . and to develop it through international co-operation”. The IAU is funded through its National Members. Almost all of the funds supplied from the dues are used for the development of astronomy.
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39

Munyeme, Geoffrey, and Peter C. Kalebwe. "Astronomy Education: The Current Status in Zambia." Transactions of the International Astronomical Union 24, no. 3 (2001): 38–45. http://dx.doi.org/10.1017/s0251107x00000407.

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AbstractThere are many interlocking factors determining the introduction of astronomy education in Zambia. The process of infusing this new subject into an education system so centralised as that of Zambia is extremely complex. At school level the process is more complex than at university level, as all syllabuses are developed by a central body, Curriculum Development Centre (CDC) whose priorities are determined by perceived social and economic needs of the country. The prevailing notion in Zambia is that astronomy has no direct bearing on future employment needs. It is therefore not surprising that astronomy is at the bottom of the priority list among school subjects. The recent upsurge of interest in astronomy at the University of Zambia opens up the necessary background for developing astronomy in both school and university curricula. The University has recently formed the Astronomical Society and the Working Group on Space Science in Zambia. Coupled to this are exchange visits and collaborative work between the Physics Department of the University of Zambia and the South-African Astronomical Observatory. In this paper we present a review of the current activities in space science in Zambia and how they relate to the development of astronomy education.
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40

Isobe, Syuzo. "Proposed Structure of Education in Astronomy." Publications of the Astronomical Society of Australia 9, no. 1 (1991): 72–75. http://dx.doi.org/10.1017/s1323358000024930.

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AbstractThis paper discusses the importance of having a structured approach to educating the general public in astronomy. It outlines the role schools, planetaria and national observatories must play in this process. It also addresses the question of how astronomical events are best exploited to activate the public’s interest in astronomy.
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41

Grant, Eli. "An Evidence-Based Framework to Optimise Social Impact in Astronomy for Development." Proceedings of the International Astronomical Union 11, A29A (2015): 385–89. http://dx.doi.org/10.1017/s1743921316003343.

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AbstractAstronomy for development projects conceive of development in very broad terms and seek to affect a wide range of social outcomes. The histories of education, development economics and science communication research indicate that positive social impacts are often difficult to achieve. Without a scientific approach, astronomy's potential as a tool for development may never be realised nor recognised. Evidence-informed project design increases the chances of a project's success and likely impact while reducing the risk of unintended negative outcomes. The IAU Office of Astronomy for Development (OAD) Impact Cycle is presented here as a possible framework for integrating evaluation and evidence-based practice in global Astronomy outreach and education delivery. The suggested framework offers a way to gradually accumulate knowledge about which approaches are effective and which are not, enabling the astronomy community to gradually increase its social impact by building on its successes.
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42

Kviz, Zdenek. "Reliability and Accuracy of Astronomical Observations by Amateurs." International Astronomical Union Colloquium 98 (1988): 134–37. http://dx.doi.org/10.1017/s0252921100092514.

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Who is an amateur-astronomer? We would certainly find several definitions if we tried to get answers from the audience. I am not trying to force anyone to accept my definition, in fact I do not know if I really have one. Someone who likes to read books about astronomy? Professional scientist, expert in other areas of science, but interested in astronomy? Science fiction writer who writes about space travel? Retired professional astronomer who is no longer paid for his work in astronomy? Constructor of telescopes or astronomical instruments? Well, each of these could be discussed. But we will rely, on this occasion, on common sense and take any one who is interested in astronomy and contributes to its progress either by observation or by construction of astronomical equipment and has not an official education in astronomy. He/she simply likes the idea that he/she is contributing by his/her work to our knowledge of the universe and feels proud of it.
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43

Fraknoi, Andrew. "A Brief History Of Publishing Papers On Astronomy Education Research." Journal of Astronomy & Earth Sciences Education (JAESE) 1, no. 1 (2015): 37. http://dx.doi.org/10.19030/jaese.v1i1.9105.

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While some research had been done on K-12 and planetarium astronomy teaching from the 1930's to the 1980's, the growth of research on college physics education offered astronomy education researchers a model for examining techniques for teaching introductory college astronomy survey "Astronomy 101" courses as well. This early research was published in widely scattered journals and rarely reached the practitioners of astronomy education. The need to inform and unite the community of astronomy educators led to the birth of the journal "Astronomy Education Review," whose history and sudden death is analyzed. This paper provides a short history of publishing astronomy education research results and provides context for the advent of the new Journal of Astronomy & Earth Sciences Education (JAESE).
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44

Chen, Wen-Ping. "A Jump-Start for Astronomy Education in Taiwan." Transactions of the International Astronomical Union 24, no. 3 (2001): 164. http://dx.doi.org/10.1017/s0251107x00000596.

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Spurred by the leaping developments of research activities (SMA, TAOS, AMIBA), Taiwan is catching up in virtually all aspects of its education in astronomy. The first astronomy research institute was established by the Academia Sinica about 10 years ago, which catalyzed within two years the first graduate school of astronomy, as well as an elaborate astronomy museum. Since then astronomy education at all levels, from colleges to primary schools, has been booming. More than a dozen universities are offering astronomy courses, and two more graduate schools will soon be instituted. Textbooks get written, and books on popular science, either translated or composed by local authors, have mushroomed on the market. I will outline these ongoing activities along with plans on the horizon.
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45

Bretones, Paulo S., Luiz C. Jafelice, and Jorge E. Horvath. "Ten Years Of Latin-American Journal Of Astronomy Education RELEA: Achievements And Challenges For International Astronomy Education Development." Journal of Astronomy & Earth Sciences Education (JAESE) 3, no. 2 (2016): 110. http://dx.doi.org/10.19030/jaese.v3i2.9844.

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This study reviews 10 years of Latin-American Journal of Astronomy Education (RELEA), showing that the journal has become a valuable resource for publishing and highlights its pathway as scholarly journal. Furthermore, it is also a call to astronomy education specialists to consolidate their efforts considering similar journals worldwide. Publishing policies of the RELEA and their context are presented in relation to submission, refereeing and publication. The 75 articles published in 18 editions are analyzed and classified. The results showed an acceptance rate of 60.2%; an average of 7.5 articles per year/4.2 per issue. RELEA´s authors are mostly based in Brazil (81.3%); articles target chiefly a school level (university education: 28.0%, high school: 28.0%); their main study focus is learning and teaching (34.7%) and general astronomy content (33.3%). Our results show that compared to other Brazilian journals of education, RELEA had twice as much astronomy articles. In the international scene there has been about a half of astronomy education research, but twice of astronomy in science education research. The challenges related to improve the article submission are discussed: how to increase their number, the submission of Latin American countries, and how to bring in the issues and subjects not addressed until now. It is also encouraged graduate studies, new lines of research in astronomy education, and advertising the journal in universities and schools for professors and teachers. Finally, future possibilities are mentioned given the International Astronomical Union’s development programs.
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46

Impey, Chris David, Kevin K. Hardegree-Ullman, Anand Patikkal, and Carmen L. Austin. "Teach Astronomy A Comprehensive Online Astronomy Education and Outreach Resource." International Journal for Innovation Education and Research 4, no. 10 (2016): 117–27. http://dx.doi.org/10.31686/ijier.vol4.iss10.603.

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A web site called Teach Astronomy (http://www.teachastronomy.com) has been created to serve astronomy instructors and their students, amateur astronomers, and members of the general public interested in astronomy. The content includes astronomy articles from an introductory level textbook and from the online resource Wikipedia, short video clips, astronomical images, podcasts, and recent news stories. This article describes the technology behind the delivery of those learning resources, which is relevant to the capabilities and limitations of the web site. One key innovation is the Wikimap, a Flash-based tool that presents the visual results of a real-time clustering analysis of hundreds or thousands of text items, displaying the item that best matches the search term and most closely related items. The clustering is carried out in a Lucene index, and it can operate on any database containing items of text. The astronomy content is routinely updated, in some cases daily. Due to the prevalence of smartphones, tablets, and other handheld devices, a simplified non-graphical version of the interface was developed using custom style sheets. Teach Astronomy has a large following of students taking introductory astronomy classes and members of the public with a recreational interest in astronomy. In the past year, there have been 250,000 unique visitors. Currently we are developing a new interface that uses HTML5 instead of Flash to display the Wikimap, an app version of the website for use on smartphones and tablets, and tool to support an instructor and learner community.
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47

Sese, R. M. D., and M. B. N. (Thijs) Kouwenhoven. "Developing Astronomy Research and Education in the Philippines." Proceedings of the International Astronomical Union 10, H16 (2012): 568. http://dx.doi.org/10.1017/s1743921314012198.

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AbstractIn the past few years, the Philippines has been gradually developing its research and educational capabilities in astronomy and astrophysics. In terms of astronomy development, it is still lagging behind several neighboring Southeast Asian countries such as Indonesia, Thailand and Malaysia, while it is advanced with respect to several others. One of the main issues hampering progress is the scarcity of trained professional Filipino astronomers, as well as long-term visions for astronomy development. Here, we will be presenting an overview of astronomy education and research in the country. We will discuss the history and current status of astronomy in the Philippines, including all levels of education, outreach and awareness activities, as well as potential areas for research and collaborations. We also discuss issues that need to be addressed to ensure sustainable astronomy development in the Philippines. Finally, we discuss several ongoing and future programs aimed at promoting astronomy research and education. In essence, the work is a precursor of a possible white paper which we envision to submit to the Department of Science and Technology (DOST) in the near future, with which we aim to further convince the authorities of the importance of astrophysics. With the support of the International Astronomical Union (IAU), this may eventually lead to the creation of a separate astronomy agency in the Philippines.
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48

Dulmaa, A., R. Tsolmon, Ch Lkhagvajav, Sh Jargalsuren, B. Bayartungalag, and M. Zaya. "Astronomical education in Mongolia." Proceedings of the International Astronomical Union 5, S260 (2009): 685–89. http://dx.doi.org/10.1017/s1743921311003024.

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AbstractThe history, current situation, education and future directions of modern Mongolian space science and astronomy is reviewed. This paper discusses recent efforts to develop astronomy education and research capacity in Mongolia with cooperation of the International Astronomical Union. Various capacity-building initiatives in space science including remote sensing in Mongolia are discussed.
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49

Levato, Hugo. "Formal education in astronomy in Latin America." Proceedings of the International Astronomical Union 2, SPS5 (2006): 27–30. http://dx.doi.org/10.1017/s1743921307006643.

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AbstractWe review the present situation of the formal education in astronomy in the Latin American countries. We have concluded that we can divide the countries into three categories according with the different development of the astronomical careers in astronomy.
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50

Gerbaldi, M., L. Bottinelli, L. Gouguenheim, F. Delmas, and J. Dupré. "Training of School Teachers at French Astronomy Summer Universities." International Astronomical Union Colloquium 105 (1990): 297–306. http://dx.doi.org/10.1017/s0252921100086966.

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In September 1976, at the end of the IAU General Assembly held at Grenoble (France), a one-day meeting concerning the teaching of astronomy was organized by Commission 46. It was decided during this symposium, which brought together 150 French school teachers and 50 astronomers, among other things, to organize a summer school of astronomy the following summer. Since then, such a school has been organized every summer. These astronomy Summer Universities are one of the activities developed by the non-profit organization CLEA (Comité de Liaison Enseignants Astronomes) whose activities are discussed elsewhere in these proceedings. In astronomy, children are always very curious. Because of this interest, in the 1970’s some French astronomers applied pressure on the Education Ministry to introduce the subject in schools, and they were successful. However, astronomy was not introduced as a new separate subject, but rather as a part of another subject, mainly mathematics or physics.
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