Through an NSF grant, we have created a set of research-based, science-rich astronomy activities that are engaging and developmentally appropriate for pre-K aged children, and trained hundreds of educators at museums, parks, and libraries across the U.
AFGU provides informal science educators and interpreters with new and innovative ways to communicate astronomy. AFGU is a growing community of hundreds of educators from museums, science centers, nature centers, and parks around the U.
Exercises in Practical Astronomy
The AAS Astronomy Ambassadors Program provides mentoring and training experiences for young astronomers just starting their careers. The American Astronomical Society AAS , in partnership with the Astronomical Society of the Pacific ASP , members of the Center for Astronomy Education CAE , and other organizations active in science education and public outreach EPO , has created the program, which involves a series of professional-development workshops and a community of practice designed to help improve participants communication skills and effectiveness in doing outreach to students and the public.
Three of our Ambassadors were recently interviewed and shared with us "In Their Own Words", how the program has helped them with their outreach efforts. Over four years, we are developing a set of embedded assessment strategies and professional development to support research scientists in effectively communicating science to the public.
Developed in for the International Year of Astronomy, the Galileoscope has become the centerpiece for teaching about telescopes in many programs.
About this book
As a key component of the Galileo Teacher Training Program, the Astronomical Society of the Pacific engaged hundreds of educators in professional development related to telescopes and the Galileoscope. The program recognizes several curriculum levels and provides each level with a learning package about astronomy with emphasis on the use of an online telescope.
Each package includes access to, and control of, a scientific-grade telescope and its CCD cameras via the Internet, as well as a CD-ROM containing help with the scientific study of astronomy such as advice on the location of celestial objects in the sky, control of the telescope and cameras, ways to obtain sophisticated digital images, and teaching material appropriate for the age group.
During the autumn term, five classes of Grade 5 or mixed Grades 5 and 6 students in the Australian State of New South Wales used the telescope and engaged with the integrated theme of a Journey through Space and Time. The reaction has been wholly positive from both students and teachers, and interesting research data is accumulating. Because the research also looks at long-term outcomes, only some aspects of the findings are reported here. One class of 30 students had covered a number of topics in astronomy prior to enrolling in the project. The pre-treatment questionnaire examining their conceptions of certain astronomical phenomena showed little difference from other enrolled classes that had not encountered the topic before.
According to their teacher, they had produced many interesting reports based on their excursions over the Internet and to their library to collect materials. Yet there had been little effect on their immature alternative conceptions as measured by the questionnaire.
During their engagement with the project — working with the materials, learning how to control the telescope over the Internet, plus the motivation derived from actually taking control -- changes in their thinking were illustrated by the questions they began to ask. For example, some students wanted to know why, if the Earth was moving so fast around the Sun, we did not fall off. Others wanted to know the difference between an asteroid and a planet.
One school held an on-line observation session using the telescope that, because it occurred in Australia, necessarily took place during the evening hours. To offset the problems of getting students back to school at night, the teachers invited interested parents and organized a supper. One of the teachers wrote the following in an email:. We had some very excited kids and adults here. We had the computer connected to a data projector, and part of the classroom set up as a little cinema so that everyone who wanted to could watch what was going on, and supper and a Scientific American video on preparing astronauts for living on Mars happening in the adjoining room.
We downloaded the images this morning, and there are kids processing them as we speak.
Exercises in Astronomy: Revised and Extended Edition of “Practical Work in - Google книги
We begin holidays tomorrow, for two weeks, so some time after that when they have completed the processing we will put some of those pics onto our website. The last sentence refers to an interaction between Margie and Sally both age 11 and one of the authors of this paper, just prior to their turn to take the image that they had planned for see the email transcript below.
Their image was posted to the CSU telescope website as the picture of the month. They had set the exposure time at 30 seconds. The benefits of remote observing with telescopes located in other parts of the world were made evident in April, when the Royal Canadian Astronomical Society took control of this telescope during Astronomy Day in Canada.
The download time over the Internet from Bathurst, Australia to a school in Victoria, Canada took approximately three seconds. Schools outside Australia need not plan to have their students return to school after dark to use such instruments. Institutions Store Log in Sign up. Don't have an account? Sign up. Already have an account?
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