Relevant bibliographies by topics / Astronomy knowledge

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Astronomy knowledge'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Astronomy knowledge"

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Lakowski, Romuald I. "Science and Utopia: Thomas More’s Knowledge of Renaissance Science." Moreana 53 (Number 203-, no. 1-2 (2016): 119–46. http://dx.doi.org/10.3366/more.2016.53.1-2.6.

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Thomas More had an extensive knowledge of Renaissance science and mathematics. He was a keen amateur astronomer, and at one point even gave Henry VIII lessons in astronomy. He also had a keen interest in physical geography and was familiar with the more popular Medieval authors of geographical and astronomical theory. Like More, the Utopians show a keen interest in astronomy, and in the climate, weather and tides, but repudiate astrology completely. More also took a keen interest in mathematics. Two of More’s editions of Euclid still survive. The attitude to Nature in Utopia can truly be described as proto-scientific.
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Berendsen, Margaret L. "Conceptual Astronomy Knowledge among Amateur Astronomers." Astronomy Education Review 4, no. 1 (2005): 1–18. http://dx.doi.org/10.3847/aer2005001.

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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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Muharram, Riza Miftah, and Ade Surya Budiman. "Development of Belajar Astronomi: an Astronomy Learning Application for Kids." Sinkron 3, no. 2 (2019): 78–88. http://dx.doi.org/10.33395/sinkron.v3i2.10031.

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Learning process should be an interesting process, especially for kids in elementary school. There are many methods has delivered to make the kids going fun to learn any new thing. Information and Communication Technolgy (ICT) could been involved to the learning process. ICT-based learning tools that used to help teachers and parents are developed in this research. Astronomy is one of the fields of science which is generally taught in schools as a part of natural science subject. In this study, authors developed an astronomy learning application’s named Belajar Astronomi that comes as a supplement study material for elementary students. This Astronomy Learning application is designed to be a tool for students to study astronomy independently. Belajar Astronomi’s application developed with the Visual Basic programming language in Microsoft Visual Studio 2010 using Waterfall methods, to make sure Its functionality and usefulness. The application is equipped with images, text, and videos that can help students to learn astronomy more easily, Its also equipped with quizzes as training materials that can help students in sharpening their knowledge in Astronomy subject.
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Armagan, Fulya Oner. "The effects of teaching methods on preservice teachers knowledge about basic astronomy subjects." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 270–77. http://dx.doi.org/10.18844/prosoc.v4i1.2265.

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Bryce, T. G. K., and E. J. Blown. "The Novice-Expert Continuum in Astronomy Knowledge." International Journal of Science Education 34, no. 4 (2012): 545–87. http://dx.doi.org/10.1080/09500693.2011.642325.

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Farmanyan, Sona V., Vardan G. Devrikyan, and Areg M. Mickaelian. "Astronomical Knowledge from Holy Books." Proceedings of the International Astronomical Union 11, A29A (2015): 148–49. http://dx.doi.org/10.1017/s1743921316002659.

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AbstractWe investigate religious myths related to astronomy from different cultures in an attempt to identify common subjects and characteristics. The paper focuses on astronomy in religion. The initial review covers records from Holy books about sky related superstitious beliefs and cosmological understanding. The purpose of this study is to introduce sky related religious and national traditions (particularly based on different calendars; Solar or Lunar). We carried out a comparative study of astronomical issues contained in a number of Holy books. We come to the conclusion that the perception of celestial objects varies from culture to culture, and from religion to religion and preastronomical views had a significant impact on humankind, particularly on religious diversities. We prove that Astronomy is the basis of cultures, and that national identity and mythology and religion were formed due to the special understanding of celestial objects.
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Guellen. "Art and astronomy: my personal experience." Proceedings of the International Astronomical Union 5, S260 (2009): 286–90. http://dx.doi.org/10.1017/s1743921311002407.

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AbstractAstronomy and Art, two worlds seemingly opposite. One scientific and rigorous, the other perceived as light and whimsical. But if these two worlds were united? If art gave itself to the service of science? If fantasy became a playful pretext to transmit knowledge to young children? I recount here my experience, that of a meeting, and of an adventure. How and why an astronomy book for the very young emerged from the collaboration between a painter and an astronomer of the Observatory of Paris.
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Dunlap, J. Lawrence. "Knowledge and Wonder in the Planetarium." International Astronomical Union Colloquium 105 (1990): 383–85. http://dx.doi.org/10.1017/s0252921100087315.

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Planetariums around the world attract millions of adults and children each year to public programs popularizing astronomy and related topics. For many urban school children, the planetarium experience is a unique opportunity to observe and to wonder about the night sky and objects in space. In particular, the planetarium provides children with a needed observational basis for increasing scientific literacy and for understanding astronomical concepts.This paper explores the role of the planetarium in the astronomy education of school children, grades Kindergarten–12, in Tucson, Arizona, over the past 12 years.
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Brunsell, Eric, and Jason Marcks. "Identifying A Baseline for Teachers’ Astronomy Content Knowledge." Astronomy Education Review 3, no. 2 (2004): 38–46. http://dx.doi.org/10.3847/aer2004015.

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Dissertations / Theses on the topic "Astronomy knowledge"

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Panagiotaki, Georgia. "Is the Earth flat or round? : knowledge acquisition in the domain of astronomy." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399865.

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Taylor, Robert. "Tensions in knowledge-construction in Pliny the Elder's books on astronomy and agriculture." Thesis, Birkbeck (University of London), 2016. http://bbktheses.da.ulcc.ac.uk/226/.

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In the course of this thesis I engage with the recent academic consensus that Pliny’s Natural History should no longer be regarded as a work of pedantic compilation, but should instead be understood as a work of ethical and intellectual coherence. The central aspect of my engagement is the investigation of the tensions, epistemic and social, that appear to be present in the formation of much of the knowledge that Pliny represents. The examples I use are taken mainly from the books on astronomy and agriculture, and include knowledge of eclipses, agriculture, herbs, and portents. I have taken a number of different, but related, approaches in seeking to understand knowledge-transactions in the Natural History; they can be generally categorised as belonging either to the field of the Philosophy of Science, or of STS (Science and Technology in Society studies). In applying methods developed in these fields I hope to problematise not just Plinian representations of social and knowledge-groups, but also to interrogate the basis of the knowledge that is reflected in the Natural History. As well as examining specific episodes of knowledge-construction (an eclipse before a battle, a puzzling encounter with rustic herb-growers, a multiple birth in Ostia), I examine Pliny’s concern with luxuria with a view to understanding more fully both the particular knowledge that informs his ethical judgements, and how his treatment of this knowledge helps articulate his perspective on Man, Nature, and the divine.
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Richwine, Pebble Lea. "The Impact of Authentic Science Inquiry Experiences Studying Variable Stars on High School Students' Knowledge and Attitudes about Science and Astronomy and Beliefs Regarding the Nature of Science." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194456.

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The purpose of this concurrent mixed methods study was to investigate the impact on high school students' knowledge and attitudes regarding astronomy and beliefs about the nature of science after participating in an extended authentic, inquiry-oriented, research experience studying variable stars using a specifically designed curriculum guide "In the Hunt for Variable Stars." The study gathered quantitative data using a pretest posttest strategy on a modified form of an existing questionnaire called Students Attitudes Toward Astronomy and four student-supplied response content surveys. Qualitative methods included analysis of researcher's field notes, naturalistic observations, formal interviews, and students' artifacts. The methods and results of this study provided important baseline information to measure cognitive and affective changes resulting from an authentic scientific research experience for high school students.Ninety students participated in a targeted instructional sequence and their attitudes and knowledge were compared to 50 students in a comparable science course who were not provided an authentic research experience. The results obtained in this study strongly suggest that participation in research is successful at significantly increasing content knowledge. All four content surveys showed statistically significant increases for students in the intervention group as compared to the students in the non-intervention group. Qualitative results demonstrated that both groups of students initially held naïve ideas about science and astronomy. After participation in the intervention, the most dramatic changes were observed in students' understanding of astronomy content. No substantial change was seen in students' attitudes toward Astronomy and science but there is evidence of some limited impacts on beliefs regarding the nature of science.In combination, the data resulting from this mixed-method study lend considerable weight to claim in contemporary science education reform that students will learn and more scientifically accurate knowledge of astronomy after participating in authentic inquiry experiences.
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Jo, Sokhyo. "Topics on the History of Tibetan Astronomy With a Focus on Background Knowledge of Eclipse Calculations in the 18th Century." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493606.

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The eclipse calculations in Tibet feature religious implications. One religious issue is Buddhist chronology (bstan rtsis). With Kālacakra calculational bases, Tibetan Kālacakra astronomers have tried to synchronize with the Buddhist texts, stating that the Buddha’s enlightenment occurred during a lunar eclipse of the full moon. The concept is called “backward calculation” (yar log gi rtsis). Another religious issue is the rite of poṣadha (gso sbyong). At some point in Tibet, the idea of ūnarātra (zhag mi thub) in the Abhidharma literature was used to argue the accuracy of the weekday (gza’) value of the skar rtsis for the performance of gso sbyong. However, the decision of the accurate day for the gso sbyong during the 18th century Amdo became an issue. At stake was the conjunction with the occurrence of the solar eclipses, whose dates occasionally matched up with the Qing Chinese calendar, not with the skar rtsis calendar. Upon these cases, one of the possible solutions was to perform gso sbyong in conformity with region (yul bstun gso sbyong) according to the Chinese date. Under the situation that an eclipse is closely tied to the religious chronology and practice, Tibetan astronomers made great efforts to produce the eclipse calculation results which were in accordance with direct experience (mngon sum). However, they have been confronted with the incongruity between their calculations and the real phenomena of an eclipse. Inevitably, the non-Kālacakra methods and knowledge, including observation, empirical data, debates, criticism, research into other traditions, etc. have been incorporated into the skar rtsis system based upon the Kālacakra. Technically, adding a correction (nur ster), the correction of residual (rtsis ’phro), the correction of a Great Conjunction at the zero point (stong chen ’das lo), etc., within the conceptual and methodological framework of the Kālacakra, have been used to tally calculations with the real phenomena of an eclipse. Also, the non-Kālacakra Chinese Lixiang kaocheng system (later known as Mā yang rgya rtsis), which was based upon modern geometric and trigonometric knowledge, was used.<br>Inner Asian and Altaic Studies
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Sharp, John Glass. "Children's ideas im astronomy : a quasi-experimental study of knowledge acquisition and concept learning in the upper primary years of schooling." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250015.

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Fernandes, Telma Cristina Dias. "Um estudo sobre a formação continuada de professores da educação básica para o ensino de Astronomia utilizando o 'Diário do Céu' como estratégia de ensino /." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/157091.

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Submitted by TELMA CRISTINA DIAS FERNANDES (telcfernandes@gmail.com) on 2018-09-21T00:57:17Z No. of bitstreams: 1 Tese - Telma Fernandes - UNESP - 2018 - Final (01).pdf: 2716654 bytes, checksum: 68a2a12813597f09ec02704feb553094 (MD5)<br>Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-09-24T17:08:24Z (GMT) No. of bitstreams: 1 fernandes_tcd_dr_bauru.pdf: 2716654 bytes, checksum: 68a2a12813597f09ec02704feb553094 (MD5)<br>Made available in DSpace on 2018-09-24T17:08:24Z (GMT). No. of bitstreams: 1 fernandes_tcd_dr_bauru.pdf: 2716654 bytes, checksum: 68a2a12813597f09ec02704feb553094 (MD5) Previous issue date: 2018-03-29<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Esta pesquisa constitui-se de um estudo voltado à formação de professores em Astronomia. Insere-se dentre as investigações que vêm sendo conduzidas no âmbito do Grupo de Pesquisa em Ensino de Ciências (GPEC), UNESP, Campus de Bauru, São Paulo (Brasil). que têm se preocupado em reduzir o distanciamento entre a produção acadêmica da área e os saberes e práticas de licenciandos e professores em exercício da Educação Básica. No caso específico do ensino de Astronomia, estudos realizados no domínio do GPEC mostram que este distanciamento negligencia a presença dos estudos de Astronomia nas salas de aula do ensino básico, quase sempre comprometendo a atuação do professor, em termos de qualidade do ensino ministrado nesse nível escolar. Esta pesqusia busca, assim, estudar os saberes docentes mobilizados durante a formação de um grupo de professores em exercício na Educação Básica, da rede pública de ensino de Bauru/SP, a partir do uso de uma estratégia de ensino de Astronomia centrada na obra Il Diario del Cielo (O Diário do Céu). Neste estudo, o referido material didático, concebido e desenvolvido originalmente para estudantes italianos e, portanto, para o Hemisfério Norte, foi traduzido e adaptado para a realidade da zona tropical do Hemisfério Sul, a fim de proporcionar a um grupo de professores em exercício na Educação Básica oportunidades de envolverem-se na exploração de elementos da observação ativa e sistemática do céu, do entorno e de atividades educativas. Para tanto, foram considerados modelos didáticos voltados para a Astronomia, explorando temas sobre o reconhecimento do horizonte local e a orientação espaço-temporal, os horários do nascer, culminância e pôr do Sol e da Lua, a duração do dia de acordo com o período do ano e da latitude do local de observação, equinócios, solstícios e as estações do ano, fases da Lua, dentre outros, e suas relações com a Didática da Astronomia. Analisados à luz da teoria e procedimentos da Análise de Discurso, de linha francesa, os dados constituídos revelaram, dentre os resultados alcançados, que embora os docentes possuam, por vezes, incipiente formação para o trabalho com a temática, a metodologia utilizada proporcionou novos conhecimentos à formação científica e pedagógica dos professores, tornando mais acessível o seu encontro com a Astronomia; os alunos sentiram-se mais seguros em dar explicações para o resultado de suas ações e interações, ao relacionar o objeto de estudo com o cotidiano.<br>This research consisted of a study aimed at teacher training in Astronomy. It is part of the research carried out within the scope of the Research Group on Science Teaching (GPEC), UNESP, Campus de Bauru, São Paulo (Brazil), which have been concerned with reducing the gap between the academic production of the area and the knowledge and practices of graduates and teachers in basic education. In the specific case of Astronomy teaching, studies carried out in the GPEC field show that this distance neglects the presence of Astronomy studies in the classrooms of basic education, almost always compromising the performance of the teacher, in terms of the quality of teaching taught at that level school. This research aims, therefore, to study the teachers' knowledge mobilized during the formation of a group of teachers in exercise in Basic Education, of the public school of Bauru / SP, from the use of an astronomy teaching strategy centered in the work Il Diario del Cielo (The Diary of the Sky). In this study, the didactic material originally conceived and developed for Italian students, and therefore for the Northern Hemisphere, has been translated and adapted to the reality of the tropical zone of the Southern Hemisphere in order to provide a group of practicing teachers in the Basic Education opportunities to engage in the exploration of elements of active and systematic observation of the sky, environment and educational activities. To do so, they were considered didactic models aimed at Astronomy, exploring themes about the recognition of the local horizon and the space-time orientation, the time of the birth, culmination and sunset of the Moon, the duration of the day according to the period of the year and latitude of the place of observation, equinoxes, solstices and the seasons of the year, phases of the Moon, among others, and its relations with the Didactics of Astronomy. Analyzed in the light of the theory and procedures of French Speech Analysis, the data show that, among the results achieved, although the teachers sometimes have incipient training to work with the subject, the methodology used provided new knowledge to the scientific and pedagogical formation of teachers, making their encounter with Astronomy more accessible; the students felt more confident in explaining the results of their actions and interactions by relating the object of study to everyday life.<br>CAPES: 156064-8
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Lee, Annette. "The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101." University of the Western Cape, 2020. http://hdl.handle.net/11394/7274.

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Philosophiae Doctor - PhD<br>The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.<br>The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.
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Semensatto, Simone. "Classificação do conhecimento nas esferas de produção e comunicação do saber : a exposição "Em casa, no universo" do Museu da Universidade Federal do Rio Grande do Sul." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/24510.

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Os museus podem, hoje, ser caracterizados por dois paradigmas: o tradicional e o contemporâneo, que influenciam as atividades de pesquisa, documentação e exposição. Observa-se a existência de diversas tipologias e novos modelos de museus. Contudo, a maneira de se fazer e comunicar ciência também está mudando, de um fazer regido pela especialização e fragmentação para um fazer investigativo, governado pela ―mistura‖ a partir das relações disciplinares e da contextualização do conhecimento. Hoje em relação ao conhecimento científico temos de um lado os saberes divididos em disciplinas e de outro a realidade e problemas cada vez mais globais e multidisciplinares. O Museu da UFRGS caracteriza-se por ser um museu Universitário, mas que não abrange em seu espaço físico laboratórios de pesquisas acadêmicas e científicas. Com isso, o objetivo deste estudo é observar como ocorre a transposição da classificação do conhecimento das linhas de pesquisa do Departamento de Astronomia da UFRGS (DepAstro), em uma esfera de produção, para a classificação do conhecimento da exposição "Em Casa, no Universo" do Museu da UFRGS, em uma esfera de comunicação. A presente pesquisa se constitui em um estudo de caso com abordagem qualitativa, realizada através de entrevistas, análise documental, observação, indexação e classificação. Para análise dos dados se utilizou a Classificação Decimal Universal - CDU - nas temáticas das linhas de pesquisa e na exposição. Como considerações finais da pesquisa destacam-se as relações disciplinares existentes nas instâncias de produção e de comunicação do conhecimento por meio de três graus: inter, trans e multidisciplinar. A esfera de comunicação do saber apresentou um número maior de relações disciplinares comparado com a esfera de produção A dissertação apresenta a CDU como uma proposta metodológica para estudos bibliométricos e cienciométricos para Ciência da Informação.<br>Nowadays, museums may be characterized by two paradigms: traditional and contemporary, with research, documentation and exhibition activities being influenced by those two models. However, the way science is made and communicated is also changing, ie, from a specialized, fragmented practice toward an investigative practice, reigned by the "mix" of disciplinary relations and knowledge contextualization. The aim of this study is to observe how occurs the transposition from the knowledge classification of the UFRGS's Astronomy Department research lines, in a production sphere, to the knowledge classification of the UFRGS's Museum "At Home, in the Universe" exhibition, in a communication sphere. This research is a case study with qualitative approach, made by means of interviews, document analysis, observing, indexing and classification. The Universal Decimal Classification — UDC — was used for data analysis in the research lines' themes ad in the exhibition. As final considerations, this work points to the existing disciplinary relations in knowledge production and communication, in three levels: inter, trans and multidisciplinary. It also presents the UDC as a methodology for bibliometric and scientometric studies.
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Wade, Richard Peter. "A systematics for interpreting past structures with possible cosmic references in Sub-Saharan Africa." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05052009-174557/.

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Maluf, Vitérico Jabur. "A contribuição da epistemologia de Gaston Bachelard para o ensino de ciências : uma razão aberta para a formação do novo espírito científico o exemplo na astronomia /." Araraquara : [s.n.], 2006. http://hdl.handle.net/11449/102329.

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Orientador: Vera Teresa Valdemarin<br>Banca: Roberto Nardi<br>Banca: Mauro Carlos Romanatto<br>Banca: Sérgio Roberto de Paula<br>Banca: Alice Helena Campos Pierson<br>Resumo: Esta pesquisa de caráter bibliográfico busca, por cotejamento, explicitar a partir de Bachelard como a ciência contemporânea é uma produção da fenomenotécnica e quais as contribuições que podem ser tomadas de sua epistemologia para o Ensino de Ciências. Nesse sentido, analisa como a Astronomia é uma produção da fenomenotécnica bachelardiana, o que nos permitiu, de um lado, destacar o papel do instrumento técnico na composição de seu objeto, identificando-a como lócus da unidade do racionalismo aplicado e do materialismo racional e, de outro lado, permitiu-nos colocar o espírito científico em estado de 'renovação'. Por sua natureza, a ciência contemporânea se constitui em um ato pedagógico de reconhecimento das falhas intelectuais - ela é uma pedagogia para a ciência - o que nos mostra a impossibilidade de existir um método universal para a produção da ciência e para o Ensino de Ciências. Ao tomar como proposta oficial para o Ensino de Ciências os Parâmetros Curriculares Nacionais do Ensino Fundamental e do Ensino Médio, constatou-se que sua proposição de apreensão do conhecimento científico se dá de forma direta pela observação, há uma supervalorização de uma ciência do cotidiano, mantendo o ensino no nível da descrição. Contrário a essa forma inequívoca que toma a ciência, conseqüentemente seu ensino, como método dado a priori, é que a epistemologia bachelardiana busca discutir a formação da razão, a partir do diálogo do racionalismo aplicado e do materialismo técnico, como uma pedagogia de superação dos obstáculos epistemológicos e/ou pedagógicos, de formação do novo espírito científico em que a razão esteja sempre aberta para o novo, o que significa não mais formar o espírito e sim reformar.<br>Abstract: This research of bibliographical characterization tries to find out by comparisons, taking as a starting point Bachelard, explicit how contemporary science is a production of the fenomenotécnica and which are the contributions that can be taken by its epistemology for the education of science. In this direction, we analyze how Astronomy constituted itself, whereas production of the bachelardianan fenomenotécnica, which allowed us in one hand, to emphasise the role of the technical instrument in the composition of its object, identifying it as lócus of the unit of the applied rationalism and of rational materialism and, in another, it allowed us to place the scientific spirit in a state of "renewal". Because of its nature, the contemporary science constitutes itself in a pedagogical act of recognition of intellectual imperfections - it is a pedagogy for science - which shows us the impossibility to exist a universal method for the production of science and for the education of science.. When we took as an official proposal for the education of science the National Curricular Parameters of Basic Education and Secondary Education - Parâmetros Curriculares Nacionais do Ensino Fundamental e do Ensino Médio, we evidenced that its proposal of apprehension of the scientific knowledge happens on a straight form by the observation, there is a supervaluation of the of the everyday science, keeping the education of science in the level of the description. Contrary to this unequivocal form that takes science, consequently its education, as a given method a priori, is that the bachelardian epistemology tries to discuss the formation of the reason, from the dialogue of the applied rationalism and the technical materialism, as a pedagogy of overcoming of the epistemological and/or pedagogical obstacles; making a new scientific spirit where the reason always is opened for the new, which means not forming the spirit anymore, and yes to remodel.<br>Doutor
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Books on the topic "Astronomy knowledge"

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Heck, A., and F. Murtagh, eds. Knowledge-Based Systems in Astronomy. Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51044-3.

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Datta, Pradyot Kumar. Glimpse of Vedic knowledge on astronomy. Sanskrit Pustak Bhandar, 1995.

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Wagh, V. D. Ancient Indian knowledge about comets. V.D. Wagh, 1989.

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Comes, Mercè, Julio Samsó, and Honorino Mielgo. Ochava espera y astrofísica: Textos y estudios sobre las fuentes Árabes de la astronomía de Alfonso X. Agencia Española de Cooperación Internacional, 1990.

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Sadler, Philip Michael. The initial knowledge state of high school astronomy students. Harvard University, 1992.

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Ronaldo Rogério de Freitas Mourão. A astronomia em Camões. Lacerda Editores, 1998.

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1941-, Fujii Akira, ed. Miyazawa Kenji hoshi no zushi. Heibonsha, 1988.

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Pavlov, Sergey. Astronomy. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1148996.

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The textbook presents almost all sections of modern astronomy: a historical overview, the basics of practical astronomy, the laws of motion of celestial bodies, the structure of the Solar system, methods of astronomical research, basic information about the Sun, stars, planets, galaxies and the Universe as a whole. To work with the textbook, you need knowledge of the main sections of mathematics, physics and chemistry in the volume of the high school course. At the end of the paragraphs, there is a list of questions for better assimilation of the material, as well as tasks focused on preparing for the Unified State Exam in physics. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of the 11th grade, students of secondary special educational institutions and anyone interested in the problems of modern astronomy.
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Wood, Florence. Homer's secret odyssey. History Press, 2011.

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Goodman, Ronald. Lak̇ot̄a star knowledge: Studies in Lak̇ot̄a stellar theology. 2nd ed. Sint̄e Gleṡk̄a University, 1992.

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Book chapters on the topic "Astronomy knowledge"

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Courvoisier, Thierry J. L. "Knowledge and Politics." In SpringerBriefs in Astronomy. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59232-9_6.

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Courvoisier, Thierry J. L. "Knowledge, Management of the Environment, and Responsibility." In SpringerBriefs in Astronomy. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59232-9_5.

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Dolan, Marion. "Astronomical Knowledge Transmission Through Illustrated Aratea Manuscript." In Historical & Cultural Astronomy. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56784-6_3.

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Crespo, Begoña. "2. Astronomy as scientific knowledge in Modern England." In Astronomy ‘playne and simple’. John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/z.173.02cre.

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Di Gesú, Vito. "Representation of knowledge using Fuzzy set theory." In Knowledge-Based Systems in Astronomy. Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51044-3_23.

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Jaafar, Nurul Fatini, and Ahmad Hakimi Khairuddin. "Astronomical Knowledge and Practices of the Orang Asli of Malaysia." In Historical & Cultural Astronomy. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62777-5_15.

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Krasinsky, G. A., and M. V. Vasilyev. "Era: Knowledge Base for Ephemeris and Dynamical Astronomy." In Dynamics and Astrometry of Natural and Artificial Celestial Bodies. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5534-2_31.

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Wachman, Gabriel, Roni Khardon, Pavlos Protopapas, and Charles R. Alcock. "Kernels for Periodic Time Series Arising in Astronomy." In Machine Learning and Knowledge Discovery in Databases. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04174-7_32.

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Omodeo, Pietro D. "Utilitas astronomiae in the Renaissance: The Rhetoric and Epistemology of Astronomy." In The Structures of Practical Knowledge. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45671-3_12.

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Perinotto, M. "Advances in Knowledge of Planetary Nebulae From UV Astronomy." In Planetary and Proto-Planetary Nebulae: From IRAS to ISO. Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3891-5_2.

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Conference papers on the topic "Astronomy knowledge"

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Mimouni, J., N. Mebarki, and J. Mimouni. "Basic Cosmic Knowledge, Circa 2010." In THE THIRD ALGERIAN WORKSHOP ON ASTRONOMY AND ASTROPHYSICS. AIP, 2010. http://dx.doi.org/10.1063/1.3518351.

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Costa, Ilídio André, Carla Morais, and Mário João Monteiro. "COASTRO: @N ASTRONOMY CONDO – DEVELOPMENT OF TEACHERS' KNOWLEDGE OF ASTRONOMY THROUGH A CITIZEN SCIENCE PROJECT." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1741.

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Porwolik, Marek, and Jan Mulawka. "Considerations on conceptual knowledge representation." In Photonics Applications in Astronomy, Communications, Industry, and High-Energy Physics Experiments 2011, edited by Ryszard S. Romaniuk. SPIE, 2011. http://dx.doi.org/10.1117/12.905490.

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Tataj, Emanuel, Jan Mulawka, and Edward Nieznański. "On a categorial aspect of knowledge representation." In Photonics Applications in Astronomy, Communications, Industry, and High-Energy Physics Experiments 2012, edited by Ryszard S. Romaniuk. SPIE, 2012. http://dx.doi.org/10.1117/12.2000187.

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Evangelista, Yuri. "On-ground characterization of the IXPE polarization angle knowledge." In UV, X-Ray, and Gamma-Ray Space Instrumentation for Astronomy XX, edited by Oswald H. Siegmund. SPIE, 2017. http://dx.doi.org/10.1117/12.2275235.

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Cavuoti, S., M. Brescia, and G. Longo. "Data mining and knowledge discovery resources for astronomy in the web 2.0 age." In SPIE Astronomical Telescopes + Instrumentation, edited by Nicole M. Radziwill and Gianluca Chiozzi. SPIE, 2012. http://dx.doi.org/10.1117/12.925321.

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Novogrudska, Rina, Larysa Globa, Alexsander Schill, et al. "The approach to engineering tasks composition on knowledge portals." In Photonics Applications in Astronomy, Communications, Industry, and High-Energy Physics Experiments 2017, edited by Ryszard S. Romaniuk and Maciej Linczuk. SPIE, 2017. http://dx.doi.org/10.1117/12.2280997.

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Diederich, Morgan, Jina Kang, Taehyun Kim, and Robb Lindgren. "Developing an In-Application Shared View Metric to Capture Collaborative Learning in a Multi-Platform Astronomy Simulation." In LAK21: 11th International Learning Analytics and Knowledge Conference. ACM, 2021. http://dx.doi.org/10.1145/3448139.3448156.

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Zieliński, Paweł, and Jan Mulawka. "The development of algorithms for parallel knowledge discovery using graphics accelerators." In Photonics Applications in Astronomy, Communications, Industry, and High-Energy Physics Experiments 2011, edited by Ryszard S. Romaniuk. SPIE, 2011. http://dx.doi.org/10.1117/12.904125.

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Malinovskyi, Vadim, Jacek Klimek, and Aliya Kalizhanova. "The approach for improvement of knowledge bases organization in optical data networks cluster." In Photonics Applications in Astronomy, Communications, Industry, and High-Energy Physics Experiments 2019, edited by Ryszard S. Romaniuk and Maciej Linczuk. SPIE, 2019. http://dx.doi.org/10.1117/12.2536699.

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Reports on the topic "Astronomy knowledge"

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Durik, Amanda, Steven McGee, Linda Huber, and Jennifer Duck. The Cat is Alive and Well: Curiosity Motivates Exploration for High Interest Learners. The Learning Partnership, 2015. http://dx.doi.org/10.51420/conf.2015.1.

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Two studies were conducted to examine how individual interest predicts interactions with domain content and subsequent free-choice exploration. Particular focus was on learners’ acquisition of knowledge and identification of content that triggered curiosity. College student participants reported their individual interest, learned about a topic in ecology (Study 1, N = 85) and astronomy (Study 2, N = 184), responded to prompts for memory of the learning content and curiosity questions, and then had the opportunity to explore additional content related to the topic. In both studies individual interest interacted with whether students’ curiosity was triggered by particular content. In academic domains, individual interest in conjunction with curiosity may be the best predictor of continued behavioral exploration. The results are discussed in the context of the four-phase model of interest development.
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