Topics In Astronomy Research Articles

Solar Eclipse: a didactic alternative for education in Astronomy

AbstractThis article presents a didactic experience in teacher training carried out in the province of Santa Fe, Argentina. The training was carried out on the occasion of a total solar eclipse taking place in this region on July 2, 2019. Prior to this event, the authors, members of NASE, developed training meetings of the Ministry of Education of Santa Fe , on topics of Astronomy. From these workshops, participants of all educational levels with different specialties, carried out with their students school science activities where they applied Astronomy with an interdisciplinary perspective. In this way, the eclipse became an event that made possible an enrichment of astronomical education in the region.

Astronomy in The Malaysian National School Syllabus

AbstractThis is a preliminary survey of astronomy topics incorporated into the Malaysian national school syllabus. Topics directly relevant to astronomy are situated within the general science subject from Year 4 (age 10 years old) until Year 9 (age 15 years old) and are grouped under four main themes: Earth-Sun-Moon system, the Solar System, Stars, and Exploration of Outer Space. Contemporary topics such as exoplanets and astrobiology are not explicitly mentioned, but students are required to engage in hypothetical thinking by speculating on planetary diversity and its implications for life in the Universe. We characterize the astronomy content in the Malaysian national school syllabus to be life-centric and relatively open-ended.

Augmented Reality Applied in Astronomy Subject

Mobile augmented reality is one of the most potential technology for education. Science astronomy is one of the subject that need to develop by mobile augmented reality technology. Purpose in this research is to create mobile augmented reality based on astronomy subject in Indonesian curriculum in junior high school. Animation that has been show in this application follows Kepler’s law about planetary motion. This research is R&D research and it follow instructional design type ADDIE. This researcher collected the data qualitatively from 2 experts, 2 teachers and 2 students. Each of participant will give suggestion to improve the quality of the application. Finally the application has been made with 16 marker. 11 explain about member of solar system, 3 marker about rotation and revolution of earth and moon, and 2 marker is about solar eclipse and moon eclipse. The application size is 47 Mb with Apk format. It can be use at least in android version 4.1 jelly bean and camera 13 MP. This application is ready to use for more large participant.

Fast meteor tracking in noisy video sequences

AbstractMeteor recording, detection, and analysis is one of the traditional topics of astronomy. This paper deals with fast‐tracking of faint meteors and meteor showers in video sequences with high frame rates. Since meteors are fast optical events, the utilization of cameras with high frame rates and short exposure times is the standard technique of meteor tracks capture. Low efficiency of such camera systems is typically compensated with image intensifiers, mostly based on the microchannel plate (MCP). In this work, we use image data captured with the meteor automatic imager and analyzer, double‐station system dedicated for observing faint meteor showers. The system works with minimal human interaction, and it is necessary to automatically process (i.e., identify all meteor candidates) all captured data as fast as possible. Results show possible speed‐up of the image processing method when fluctuations of MCP are reduced.

Alberto Bardi. “The Paradosis of the Persian Tables. A Source on Astronomy between the Ilkhanate and Eastern Roman Empire”

The paper situates itself in the framework of cross-cultural encounters in the field of astronomy in the Byzantine Empire. It briefly summarizes the progress achieved in the last decades in showing how culturally complex Byzantine Greek writings about astronomical topics have been. It focuses on the textual composition and transmission of a Persian astronomical handbook compiled around 1350 in its form in Byzantine Greek, there called Paradosis eis tous persikous kanonas tes astronomias (Inst...

A ASTRONOMIA E SUA RELAÇÃO COM A GEOGRAFIA: CONTEXTUALIZAÇÃO HISTÓRICA E ABORDAGENS NO ENSINO

This article proposes a historical and epistemological discussion about the relation of Geography and Astronomy and about the temporal introduction of Astronomy topics in the Geography teaching in Brazil. We build on the studies of Sobreira (2005), Langhi and Nardi (2009a; 2009b; 2012), Leite et al. (2014) and Neves (2011). Our aim consists on providing elements and evidences of the existence of association between the geographical and astronomical knowledge since the ancient times and analyze the heritage of those associations on the teaching of Geography in Brazilian Elementary/Middle Education. For that purpose, it was necessary to elaborate an interactive bibliographical revision and address the main current changes of scientific thought along the centuries, exploring present trends which still lack enough discussion. We consulted the existing documentations and reproduced reflections of researches about AstronomyTeaching topics in the last centuries. Finally, we discuss the current context in which the topics of astronomical imprint are included in the Elementary/Middle School.

Vergilius Astronomiae Ignarus?

AbstractBoth in antiquity and today Virgil is sometimes accused of ignorance in astronomy. This paper argues that, on the contrary, Virgil’s treatment of astronomical topics in Georgics 1.231-258 shows that he was quite familiar with the subject, and was able (when he wished to) to combine information from different sources (Aratus, Eratosthenes and other, unidentified ones) into a sensible and harmonious whole. On the other hand, the omission of essential steps between the various parts of his account, and the deliberate confusion of science and myth show us that his ultimate aim was not to inform the ignorant but to amuse and surprise readers who were just as familiar with astronomy as Virgil himself.

Resource Letter RBAI-2: Research-based assessment instruments: Beyond physics topics

This Resource Letter provides a guide to research-based assessment instruments (RBAIs) that can be used in physics classes to assess attitudes and beliefs about physics, epistemologies and expectations, the nature of physics, problem solving, self-efficacy, reasoning skills, and lab skills. We also discuss RBAIs in physics cognate fields, such as mathematics, and observation protocols for standardized observation of teaching. In this Resource Letter, we present an overview of these assessments and surveys including research validation, instructional level, format, and themes, to help faculty find the assessment that most closely matches their goals. This Resource Letter is a companion to “RBAI-1: Research-based Assessment Instruments in Physics and Astronomy,” which explicitly dealt with physics and astronomy topics. More details about each RBAI discussed in this paper are available at PhysPort: www.physport.org/assessments.

Free fall in curved spacetime—how to visualise gravity in general relativity

The first direct observation of gravitational waves in 2015 has led to an increased public interest in topics of general relativity (GR) and astronomy. Physics teachers and educators respond to this interest by introducing modern ideas of gravity and spacetime to high school students. Doing so, they face the challenge of finding suitable models that visualise gravity as the geometry of curved spacetime. Most models of GR, such as the popular rubber sheet model, only address spatial curvature. Yet, according to Albert Einstein, gravitational phenomena stem from deformations both in space and time. This paper presents a new model that builds on a relativistic generalisation of Newton’s first law. We use Einstein’s free fall thought experiment and a classical height-time diagram to explain how warped time gives rise to gravity. Our warped-time model acts as a convenient supplement to the rubber sheet model. To support teachers in integrating the model into their classroom practice, we have implemented the model as an interactive simulation that is freely accessible. The model is the result of a three-year period of developing and trialling digital learning resources in Norwegian high schools. Based on these trials, we suggest specific instructional strategies on how to use the warped-time model successfully in science classrooms.

Development of Belajar Astronomi: an Astronomy Learning Application for Kids

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.

2.5 m wide-field and high-resolution telescope

We propose to construct a 2.5 m wide-field and high-resolution telescope (WeHiT).It will be the first facility in the world with a special innovative design and can conduct bothhigh-resolution solar observations and the wide-field night sky survey. Its scientific objectivescover solar physics, time-domain astronomy, galactic astrophysics, and exoplanet science, all ofwhich are recent hot topics in astronomy. The telescope can provide top-ranked data for Chineseastronomers. In particular, as the largest on-axis solar telescope in the world with wide-field thanall large solar telescopes operating at present, it can provide unprecedented high-resolution solardata, which can help us obtain breakthrough achievements in the study of solar active regionsand solar eruptions, such as solar flares and coronal mass ejections (CMEs). The data are also veryuseful for the study of space weather. As a large telescope in the China time-zone, the telescopeis very unique in continuously monitoring short-time transient events by filling the gap in thetime-zone. Furthermore, it can provide valuable high-quality data of the narrow-band extragalacticsurvey, nearby galaxy study and exoplanet survey. Moreover, the telescope is a top-level one whichcan make essential contribution to training the graduate and undergraduate students majoring inobservational astronomy.

Pursuing gender equality in Astronomy in basic education: the case of the project “Girls in the Museum of Astronomy and Related Sciences”

It is well known that the number of women in scientific careers is significantly lower than the number of men, especially in Science, Technology, Engineering and Mathematics (STEM) areas. Considering that science should be used for the benefit of all, by excluding women from the production process of scientific knowledge, we are giving up of 50% of the intellectual capacity to different science fields. Thus, the Museum of Astronomy and Related Sciences, whose mission is to expand society's access to scientific knowledge, promotes the project "Girls in the Museum", aimed at the continuous education of seven high-school female students in topics of astronomy with the goal of stimulating them into liking science. Concurrently with the project, interviews were conducted to evaluate the initiative according to the participants' perspectives, as well as to understand their perceptions about science prior and after six months of the project. We found that the participants were satisfied with the format and content of the project, comprised of theoretical talks and practical workshops. The resulting discourses show that they now view science as something closer to their lives and are more confident to promote scientific discussions. These results show the importance of providing young females with role models they can look up, especially at the age when they are about to make decisions concerning their future career.

Gaming to Learn astronomy, an innovation approach, two study cases

In this paper I am going to present you two innovative approaches for learning Astronomy through gaming. On one hand we used the subject of Astronomy as a vehicle since Astronomy provides a unique environment for educators from Kindergarten to Lyceum, and because its multidisciplinary character is ideal for an introduction to science education. On the other hand Gaming to learn has been around for a decade, but it is only recently that these possibilities in the realm of education truly have been appreciated. If indeed humans think immeasurably better as part of a network than on their own, then games are an obvious terrain in which to set minds free and let them wander around. Thus it;s really worthy to test and try this new medium of learning to a fachinating science.

Impact of a didactic sequence on basic Astronomy concepts for graduates in Physics of online and classroom modalities

The purpose of this paper is to present the results obtained with the execution of a course of basic subjects in Astronomy for university students of Physics in face to face and in distance learning courses that were organized through Potentially Significant Teaching Units (PSTU). It is an applied and descriptive research, and the technical procedures adopted were survey (pre-test, post-test and qualification questionnaire) and technical action research (application of the course through the PSTU). Through statistical analysis the results show that the difference of the means (before and after the course) of the students is statistically significant, indicating a possible evolution in the basic knowledge of these in relation to the themes of Astronomy proposed in the didactic sequences. In addition, according to the qualification test the activities developed in the course administered, created a favorable climate for learning, thus indicating the success of the same.

Game-Based Learning to Engage Students With Physics and Astronomy Using a Board Game

In this research article, the authors developed a novel astronomy board game and examined how this approach could facilitate the learning and teaching of astronomy topics covered in the new Irish Science Syllabus. A total of 119 post-primary students took part in the pilot trial across Ireland. Data was collected via feedback questionnaires, systematic observations and pre and post-test surveys. Results indicate that this astronomy board game significantly enhances students' knowledge of astronomy concepts and perceptions of scientists. Furthermore, teachers showed positive attitudes towards this approach for teaching astronomy. Additionally, the game was demonstrated as a useful learning tool and as an activity to promote social skills. The findings offer a promising basis for further exploration of the integration of game-based approaches to physics education to promote active participation and interaction, balancing the learning objectives with play.

Online Solar Observatory For Solar Learning Program Among Orang Asli’s Community

Literatures indicate a few researches have been studied involving the Orang Asli community but a dearth is found focusing on ICT education and internet usage among the Orang Asli schoolchildren. These groups need the help of various parties, especially the government to ensure schools with Orang Asli children and community must be equipped with ICT facilities for them. Besides that, not all community or schools afford to have their own telescopes to do solar observation or participating in solar observation program at planetarium or science center. Therefore National Space Agency of Malaysia (ANGKASA) has taken initiative collaborate with National Planetarium (PLANET) and Department of Orang Asli Development (JAKOA) to conduct Solar Astronomy Learning Program among Orang Asli community through development of Online Solar Observatory (OSO). Orang Asli schoolchildren and community can learn solar astronomy virtually through the OSO. This pilot project will focus on Orang Asli community and schoolchildren in Selangor state and it can be expanded to all Malaysian’s Orang Asli community and to all the public in the future. OSO can enhance the learning of solar astronomy subjects especially in the classroom. It does not more than just facilitate telescope use: a comprehensive range of support materials and educational resources is available. In this paper presentation, we would like to show the OSO system and portal for solar astronomy learning program.

The history of IAU Symposia

AbstractThe history of the International Astronomical Union (IAU) meetings goes back to 1922 when the first IAU General Assembly (GA) was held in Rome, Italy, following the IAU creation in 1919. However, until 1953, no individual symposia were organized and the GAs were the only official gatherings for astronomers. All together, eight IAU GAs were held during 1922–1952. The IAU Symposium 1 was held in 1953 in Groningen, Netherlands. Starting with 1955, several IAU symposia were regularly held in different places, and since 1959, the IAU also began to organize colloquia to discuss relatively smaller topics. Twenty IAU colloquia numbered as I–XX were held in the period 1959–1971, and another series of IAU colloquia was organized in 1968–2005, numbered as Nos. 1–200. At present IAU symposia are the only official scientific meetings, nine of them being organized every year. IAU S349 “Under One Sky: the IAU Centenary Symposium”, held in Vienna during the IAU GA XXX, was the last one by number in 2018. Thus, the IAU has a 65-year history of symposia and all together 348 such meetings have been held, on average 5–6 annually. At present most of the IAU symposia during the years of GA are being organized in the framework of the GA, there being typically six symposia during each GA. All together, 31 IAU GA have been organized during the years 1922–2018, including 30 regular ones and one Extraordinary GA (1973 in Warsaw, Poland), typically once every three years. Since 1974, the IAU has also organized regional meetings in Europe, Asia and Pacific (APRIM), Latin America (LARIM), and the Middle East and Africa (MEARIM). The European ones were discontinued in 1990 after the creation of the European Astronomical Society (EAS) and the organization of the yearly JENAM/EWASS. The 348 IAU symposia have been organized in 43 countries. We give the statistics of all IAU symposia by year of organization, by various topics of astronomy and astrophysics, and by host countries and cities.

A history of IAU Commission C1: a look from the Newsletters

AbstractThis work aims to present the partial results of a project to collect and analyze all the issues of the Newsletters of Commission C1 (Astronomy Education and Development), formerly named Commission 46. The sources and the (hard) work to obtain printed editions, digitalize and make them available on the Internet are shown. Over 40 years, 86 issues from 1977 until 2017 were published. The Newsletters list the structure of the Commission featuring the names of presidents, vice-presidents, organizing committee, editors, printing and distribution responsible with editorial and presidential letters in the cover. A preliminary analysis of contents of the published material is done. The results present the main subjects of stories that were related to papers, teaching materials, book reviews, courses and meetings. Many solar eclipses and other phenomena were reported. Reports of important projects of the commission were published, such as: International Schools for Young Astronomers (ISYAs), the travelling telescope among others WG projects. Stories of travels and triennial reports from many countries were continuously published presenting many actions and activities for all school levels, non-school activities such as planetariums and many other astronomy subjects. Reports of the education sessions and business meetings held during the IAU GAs and projects in developing countries complemented these publications. Occasionally, papers dealing with great questions and subjects can be found. There are many published contributions that show the participation of many members from many countries and the efforts to improve the astronomy education throughout the world. The surveyed material can be very useful for the next generations of astronomy education researchers, practitioners and teachers, not only as a repository of historical documents, but also as an inspiration for future projects.

Sciences and audiences along the last century: the impact of Astronomy Education

AbstractJust as in the past, the development of the natural sciences and in particular of astronomy has changed the history of humanity. If we think about the role of our discipline into the future, it shows its enormous power in the field of education, owing to the possibility of awakening interest in science in very varied audiences. Within the framework of the enormous progress made in the technologies related to astronomy, many of them of daily use, the role of the astronomer in the era of Communications acquires fundamental importance.In this presentation, we will try to make a journey through the different ways of presenting astronomical topics for different audiences over the last 100 years. In turn, we will show some specific achievements, associated with education programmes of the discipline. We discuss the impact produced by proposals that are both rigorous in terms of content, and also appeal to the development of the human being in an integral manner, within the framework of citizen science activities.For this research, we have taken into account the uninterrupted development of the NASE programme, which has performed 112 courses in 24 countries throughout the world and in different languages. NASE has involved 4966 secondary teachers in the last eight years.

Augmented reality Moon for astronomy lessons

Astro Reality’s Lunar Pro is a highly detailed Moon model that allows users to learn historical and astronomical facts through an augmented reality app. But even just holding this 12-cm diameter Moon in your hand is already an engaging experience. The terrain details are to a very high resolution and were created authentically using Lunar Reconnaissance Orbiter data. In this article, I discuss how the Lunar Pro can go beyond its intended purpose as a desktop novelty or science toy and provide a few examples of how it can be used to enhance the instruction of several topics of astronomy.