On the strategy of emphasizing disruptive computer-based approaches when teaching astronomy to promote related careers

Abstract

The knowledge attained in the last decades in space physics, and in particular in Astronomy, has attracted, in part due to its associated computational innovation components, the attention of young students all over the world. Thus, both teaching and the scientific dissemination of knowledge in these areas should seek to guide, based on this interdisciplinary characteristic, talented young people towards related careers. By introducing Space Physics and Astronomy as data-driven sciences, and with a high dependence on computer simulation and disruptive technologies, we make the research and development activities associated with them even more attractive. In this article we highlight the program called Decolar Astronomia (DA), an initiative carried out in the city of S˜aoJos´e dos Campos, SP, Brazil. In the DA 2022 edition, eight activities were formulated with the aim of emphasizing the relevance of computational knowledge in space sciences with an emphasis on 21st century Astronomy. In addition to describing the activities that were applied under DA-2022, we present a more general strategy that can be applied by any other program. This strategy emphasizes computational aspects (such as data-driven science and disruptive technologies) related to Astronomy, in motivating teaching programs for young students. The expected result, after applying this strategy, is that the interest in Astronomy and related careers becomes even greater.