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The training of teachers of the natural cycle in the context of the modernization of professional activity involves the formation of the professional competence of teachers, their ability to work effectively in solving complex professional situations in the conditions of dynamic changes both in the world of technology and in public life. The concept of astronomical education involves the acquisition of astronomical knowledge, assimilation of astronomical culture; formation of a complete personality, its spirituality, creative individuality, development of intellectual and emotional potential. The article examines the essence of professional competences of modern astronomy teachers, proposes a model of professional competence of teachers of higher educational institutions and analyzes its structural components. The composition and content of the qualification of astronomy teachers of higher education institutions is determined by the provisions of the competency approach, requirements for applicants for the positions of teachers of higher education institutions of III-IV accreditation level and qualification characteristics of the teaching staff of higher education institutions (Hryshchenko & Nizhehorodtsev, 2011). [ABSTRACT FROM AUTHOR]

The article presents an interview with James A. Van Allen, a professor in the department of physics and astronomy at the University of Iowa, about his experiment aboard the Pioneer 10 and 11 spacecraft, which were launched to investigate the asteroid belt, Jupiter and interplanetary space. Van Allen describes the similarity between the radiation belt of Jupiter and Earth, how his instrument, the geiger tube telescope, operates, and cosmic ray intensity.

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

I have spent four decades teaching introductory astronomy to university students whose primary subject of study is not astronomy, as well as developing activities to help the public appreciate astronomical ideas and developments. One of the more effective tools that I have found for capturing the interest of non-scientists has been approaching astronomy through its influence on the humanities. In this article I examine some examples of astronomical inspiration in the humanities, looking at plays, poetry and fiction. A second paper, devoted to music inspired by astronomy, will appear in a future issue of the CAPjournal. [ABSTRACT FROM AUTHOR]

Learners face a variety of concepts during the instructional process they experience. These concepts are mostly introduced by teachers; thus, the competences of teachers in terms of teaching concepts are vitally important. The aim of this study is to detect the understanding levels of teacher candidates about basic astronomy concepts. The method of the study was a survey method. The sample of the study was composed of 293 teacher candidates from early childhood teacher education, primary school teacher education, elementary science education and physics education departments. The data were collected by the achievement test, which included three questions intended to help describe, draw and explain the movement. The data were analysed by using the two different understanding levels in the literature. The data obtained showed that the teacher candidates could not submit proper explanations for the concepts: the Earth, the Sun, the Moon, planets, stars and satellites. This situation can be interpreted as an indicator that teacher candidates did not have enough information about the basic astronomy concepts. When the departments were compared with respect to the understanding levels, it can be said that teacher candidates from elementary science teacher education and physics teacher education departments were at a better level of understanding than their counterparts in early childhood teacher education and elementary teacher education departments. We must ensure that candidates are aware of their deficiencies and for these deficiencies to be eliminated we present various opportunities about astronomy activities like finding the Sun and a star using Stellarium program for the candidates to help develop themselves. [ABSTRACT FROM AUTHOR]

The history of astronomy teaches us that many special epochs have occurred in the past. Indeed, it is at these exceptional moments that rapid changes in technological advancement and/or theoretical understanding take place. These transitory epochs are literally the "anchor points" of human intellectual development. Building upon the idea of expeditious, yet transitory, developments in astronomy, this essay explores the timeline that has resulted in humanity's ability to measure the size of the observable Universe. Remarkably, we have within the last 50 years attained knowledge of the very limits of observability-a special achievement and epoch, indeed. While the future for astronomical research and new discovery appears as exciting and as large as ever, it is argued that the strict adherence to the Copernican Principle, a philosophical methodology apparently sacred of present, should be abandoned as astronomers contemplate their future research. Additionally, it is argued that the same opportunities that have enabled the most recent opening up of new "windows" through which we can view the Universe do not necessarily exist as we move forward in time, and this begs an analysis of the question apropos the future outlook for observational astronomy. [ABSTRACT FROM AUTHOR]

The development of astronomy as a science is characterized by the constant development of modern astronomical research facilities. More and more astronomical equipment is appearing that is controlled remotely. Under such conditions it is not necessary for a researcher to make observations directly, being physically in this or that observatory. It is all the more difficult for a subject teacher to organize this type of class from a purely technical point of view. As a variant, it is enough to have a complex of technical, firmware, program means, systems and the devices functioning on the basis of means of computer equipment, modern means and systems of information exchange providing automation of input, accumulation, storage, processing, transfer and operative management of the information. possibility to use a global information network. Therefore, the ability to work with Internet-technologies, telecommunications, the latest computer technologies becomes a necessary component in the professional training of a modern astronomy teacher.

An obituary for astronomy scholar Richard Adrian Jarrell is presented.

A new 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 public interested in astronomy. The content includes an online textbook of 400 000 words and 1200 images, 40 000 articles from Wikipedia, over 1100 video clips covering all topics in astronomy, over 6300 images from Astronomy Picture of the Day and AstroPix, over 1400 podcasts from 365 Days of Astronomy, and 25-30 astronomy news stories each week from Science Daily. All these resources are navigable by a keyword search and via a unique visual interface called a Wikimap, which presents the items clustered by degree of keyword overlap and allows surfing among related items. The site can serve as a replacement for a textbook and as an information resource for formal and informal learners. Future development includes building an instructor and learner community and creating homework assignments that utilize different content areas within Teach Astronomy. [ABSTRACT FROM AUTHOR]

When instructors provide time for students to discuss their ideas in Peer Instruction, instructors minimally expect that the conversation partners will discuss their opinions relating to the physical attributes posed in a question and submit clicker responses that coincide with individual opinions. We defined conversations that met these two criteria as "standard conversations." In our study of 361 recorded Peer Instruction conversations from large introductory astronomy classrooms taught by experienced instructors, we found that 38% of student conversations were standard conversations. Of the remaining 62%, we identified three broad categories consisting of ten types of "nonstandard" conversations. The first category of conversations describes student ideas that were not reflected in any of the given multiple choice answers. The second category includes issues related to the interpretation of the statistical feedback provided by electronic classroom response systems. The third category describes common pitfalls experienced by students during conversations that led to unproductive interactions. Our analysis of nonstandard Peer Instruction conversations will be useful to practitioners and researchers seeking to improve the implementation of Peer Instruction. [ABSTRACT FROM AUTHOR]

An online survey of science teachers and interviews with curriculum directors were used to investigate the coverage of astronomy in middle and high schools in the greater Philadelphia region. Our analysis looked beyond astronomy elective courses to uncover all sources of astronomy education in secondary schools. We focused on coverage of state standards, time spent on astronomy, availability of resources, teacher efficacy, and teacher pedagogical beliefs. Astronomy is not taught in depth, and many students receive no astronomy instruction across both middle and high school. Many teachers hold reform-based perspectives but also maintain traditional beliefs about astronomy teaching and learning. Implications for future reform efforts are discussed. [ABSTRACT FROM AUTHOR]

A survey to principals of high schools without astronomy points to the conditions needed to increase the number of high school astronomy courses and acceptable justifications for adding in a course. The former includes the need for more and better trained teachers, changing the perceptions of higher officials from local administrations to Federal-level legislators and education department officials, more funds, locally a need for students to show enough interest as well as a curriculum that helps with high stakes testing and Adequate Yearly Progress (AYP) scoring. Good reasons for having a course include helping increase options for students needing science electives or fourth year courses, and astronomy reinforces prior learning that helps raise AYP scores and increases student interest in science with material not taught in other courses. Some inhibiting influences include the timing of the course is usually after AYP testing, standards may not exist or limit new electives, and a dearth of astronomy teachers locally. Results of this study include a list of competing electives, typical procedures and a prescription for adding in courses. [ABSTRACT FROM AUTHOR]

This study explored young children’s understandings of targeted lunar concepts, including when the moon can be observed, observable lunar phase shapes, predictable lunar patterns, and the cause of lunar phases. Twenty-one children (ages 7–9 years) from a multi-aged, self-contained classroom participated in this study. The instructional intervention included lunar data gathering, recording, and sharing, which integrated Starry Night planetarium software and an inquiry-based instruction on moon phases. Data were gathered using semi-structured interviews, student drawings, and a card sorting activity before and after instruction. Students’ lunar calendars and written responses, participant observer field notes, and videotaped class sessions also provided data throughout the study. Data were analyzed using constant comparative analysis. Nonparametric statistical analyses were also performed to support the qualitative findings. Results reflected a positive change in children’s conceptual understanding of all targeted concepts including the cause of moon phases, which is remarkable considering the complexity and abstractness of this spatial task. Results provided evidence that computer simulations may reduce the burden on children’s cognitive capacity and facilitate their learning of complex scientific concepts that would not be possible to learn on their own. [ABSTRACT FROM AUTHOR]

A postal survey of high school astronomy teachers strongly confirms many results of an earlier electronic survey. Additional and new results include a measure of the level of inquiry (more structured inquiry and teacher-led) in the classroom as well as data showing that more emphasis is given to traditional topics than to contemporary astronomy research. The majority of students taking astronomy are college-bound, which offers support for the idea that astronomy might be considered as meeting college admissions requirements, even though it is not a laboratory or "core" science course. More usage of planetarium software is found than previously suspected, and more definitive usage rates for fixed and portable planetariums are found. By combining the two survey' results we obtain an even clearer picture of the current nature of high school astronomy courses. [ABSTRACT FROM AUTHOR]

A 2007 nationwide mixed-methods survey of high school astronomy teachers reports on its current characteristics and its changes over intervening decades that included the introduction of standards and the No Child Left Behind Act (NCLB). Some changes found include section enrollments trending downward even while the total number of courses offered and attending students are actually increasing. The teacher gender gap has been dramatically reduced; most teachers come from geosciences and biosciences. 15% of them have never had an astronomy course. The majority of teachers say NCLB has had no direct effect, but 40% report indirect effects. These are mostly negative reactions to school-wide adequate yearly progress status: teacher redeployment, funding diversions, students tracked into the traditional three sciences, course cancellations, and teacher job loss. Some positive NCLB effects are increased math and literacy rigor and, paradoxically in some places, enrollment increases. A stereotypical picture of a high school astronomy course is developed noting some changes in the 22 years since the last study of the field. [ABSTRACT FROM AUTHOR]

We present the results of a national study on the teaching and learning of astronomy as taught in general education, non-science-major, introductory astronomy courses. Nearly 4000 students enrolled in 69 sections of courses taught by 36 different instructors at 31 institutions completed (pre- and post-instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size and `were from all types of institutions, including 2- and 4-year colleges and universities. Normalized gain scores for each class were calculated. Pre-instruction LSCI scores were clustered around -25%, independent of class size and institution type, and normalized gain scores varied from about -0.07 to 0.50. To estimate the fraction of classroom time spent on learner-centered, active-engagement instruction we developed and administered an Interactivity Assessment Instrument (IAI). Our results suggest that the differences in gains were due to instruction in the classroom, not the type of class or institution. We also found that higher interactivity classes had the highest gains, confirming that interactive learning strategies are capable of increasing student conceptual understanding. However, the wide range of gain scores seen for both lower and higher interactivity classes suggests that the use of interactive learning strategies is not sufficient by itself to achieve high student gain. [ABSTRACT FROM AUTHOR]

Abstract: The REACt project (INCO-CT-2003-015434-REACt) aims at the introduction in target Mediterranean Partner Countries (MPC) of an advanced and innovative hybrid solar hot water and air-conditioning system. Taking into account the climatic, geographical and economic situation of each country, we propose to operate on two systems based on linear parabolic trough collectors. Both systems will be calibrated for two different applications and will act as “test bed” for innovative technologies such as direct steam generation, never before utilized on systems of this size and purpose; new diathermic fluids, optimized for high thermal capacity and high performance doubleeffect ammonia chillers. Specifically, we propose to operate in view of the placement of the systems in two test areas: a public hospital in Morocco and a tourist resort in Jordan. A further site that will be examined is a public hospital in the city of Baabda, Lebanon, where many of the activities (country analysis, assessments, dissemination) will be performed even if no system will be installed in such site in the framework of this project. The action envisaged here is the introduction of a renewable energy system (RES) based co-generation system able to produce heat and air conditioning using solar power. The system works by means of an ammonia-based “chiller” which uses heat as input and produces refrigeration and heat as output. The input heat will come from thermal solar linear parabolic collectors. The main socio-economical objective is to generate nodes of good practice, accelerate local skill development, and promote and encourage relevant stakeholders, on all aspects of an innovative certified technology that is efficient, robust and suitable for standardized production and replication. The proposed system is a pilot system that will meet different needs and climate conditions under the national strategies and socio-economic conditions of the MPC. The REACt project is based on the transfer of a hybrid RES, which respond to the third key area of activities, proposed by the European Commission sixth Framework Programme (International Cooperation) – INCO), in particular: “Cost-effective Renewable Energy (RE) for tourist resorts and commercial centers: Improvement of solar-collectors and their integration into buildings which themselves should be of passive solar design”. [Copyright &y& Elsevier]

An important finding of physics and astronomy education research (PAER) is that traditional, transmission-based instructional approaches are not effective in promoting meaningful student learning. Instead, PAER research suggests that physics and astronomy should be taught using more interactive instructional methods. These ways of teaching require significant changes in the way faculty think about teaching and learning and corresponding changes in their teaching behavior. Although the research base and corresponding pedagogies and strategies are well documented and widely available, widespread changes in physics and astronomy teaching at the college level has yet to occur. The Workshop for New Physics and Astronomy Faculty has been working to address this problem since 1996. This workshop, which is jointly administered by the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society, has attracted approximately 25% of all, new physics and astronomy faculty each year to a four-day workshop designed to introduce new faculty to PAER-based instructional ideas and materials. This paper describes the impact of the Workshop as measured by surveys of Workshop participants and physics and astronomy department chairs. The results indicate that the Workshop is successful in meeting its goals and might be significantly contributing to the spread and acceptance of PAER-based instructional ideas and materials. [ABSTRACT FROM AUTHOR]

The main objective of this study was to identify prospective science teachers' conceptions on basic astronomical phenomena. A questionnaire consisting of nine open-ended questions was administered to 327 prospective science teachers. The questionnaire was constructed after extensive review of the literature and took into consideration the reported cumulative evidence. More evidence was also collected from individual interviews from a smaller sample of 33 participants. The analysis of both the quantitative and qualitative data indicated that prospective science teachers (PST) hold a number of conceptions about several astronomical phenomena, such as, the cause of the seasons, the stars as luminous objects, the lunar eclipse and the phases of the Moon, the shooting stars and the how the universe was created. Theoretical and or educational implications should follow. [ABSTRACT FROM AUTHOR]

This is a guide to the most pertinent or difficult practical issues that confront new teachers in the astronomy nonmajors curriculum at large colleges and universities. It covers topics such as course design and infrastructure, required effort, special considerations in nonmajors teaching, classroom performance, use of visual presentations and the Web, interactions with students, interactions with faculty research, and many details of recommended practice in the face of constraints imposed by the quality of students and the amount of institutional support. [ABSTRACT FROM AUTHOR]

The Astronomical Society of the Pacific (ASP) conducted a national survey of in-service teachers participating in Project ASTRO. The survey results document (1) the value that teachers place on supplemental astronomy education provided by professional and amateur astronomers, and (2) the difference that teachers perceive in the value provided by professional astronomers versus amateur astronomers. Survey participants indicated that they believe that the astronomer partner positively influenced students' attitudes toward science and that amateurs may be especially effective at the elementary school level. The results also indicate that as volunteer educators, amateurs are perceived to be at least as effective as professionals when partnered with teachers in the classroom. [ABSTRACT FROM AUTHOR]

This study describes high school students' conceptual development of the basic astronomical phenomena during real-time interactions with a Virtual Solar System (VSS). The VSS is a non-immersive virtual environment which has a dynamic frame of reference that can be altered by the user. Ten 10th grade students were given tasks containing a set of observe–explain questions without mentoring. The findings showed that all participants used the VSS as a visual thinking tool and developed a scientific understanding of the causes of the day–night phenomena. However, alternative dynamic misconceptions of the Earth–Moon–Sun system emerged as a result of (1) cognitive difficulty in coordinating visual information from different perspectives; (2) misinterpreting salient features of the VSS visual representation; (3) ignoring the 3D nature of the Moon's relative motion, together with incorrect perception of the Moon's and the Earth's relative size and distance; and (4) the inability to mentally shift away from the Earth's frame of reference. These findings have significant bearing on our understanding of the educational potential and possible pitfalls of learning via virtual reality environments. The learning should be accompanied by suitable scaffolding and guided reflection to minimize the emergence of alternative astronomical conceptions. Designing additional navigation tools would empower the learners' perceptual and cognitive system. [ABSTRACT FROM AUTHOR]

Relates the experiences of astronomy teacher Donald Howard Menzel as a student at Princeton University in New Jersey. Influence of mentor Henry Norris Russell; Mathematical and astronomical studies conducted; Affiliation with the Astronomical Society.

Describes astronomy teacher Donald Howard Menzel's interest in atoms, stars and nebulae. Study of gaseous nebulae and stellar atmospheres; Challenge of problems in atomic physics.

The article offers information on the importance of astronomy education research (AER) which helps in understanding astronomy teaching, learning, and communication evidence-based education. Topics discussed include need of developing effective strategies for teaching astronomy, demonstration of some of the methods and challenges of AER and teachings to assortment of non-science programs.

The article discusses children's early interest in astro-geography. The author argues that contrary to opinion, children between ages eight and nine take interest on the subject of astro-geography more often than previously believed and therefore must be given special attention. He suggests that a teacher's fundamental conceptions play a big role in forming in the children's mind a background of feeling and interest on the subject which could develop these same conceptions later on in their lives. He also outlines several astronomy topics to be taken up and suggestions for carrying out the instructions. Some of the topics he suggests are the equinoxes, which bring about an idea on a child's mind of the earth's position in solar system, the events of meteoric showers, comets and nebulae.

The article discusses the study on the minimum competency program for the preparation and support of innovative secondary school science teachers. The author states that problems encountered by the teacher training institution have not changed but the social condition within which educational conditions exist had and is continuing to change. Though predicting the direction of future changes, it is possible to identify some of the characteristics and skills that future teachers will likely require. The problem of the teacher educators includes the development of appropriate preservice teacher training programs and providing inservice training for teachers in the field whose skills are inadequate in terms of the change.

The article attempts to present materials and sources available to increase the personal resources of teachers and interested patrons for the improvement of astronomy education. A recommended astronomy source lists is presented for elementary and secondary teachers. An astronomical magazines or journal is an asset with which a teacher can use its content to good advantage. Questions concerning recent happenings can be used as activities in the classroom for a learning situation. The problem of the study is to conjoin unwedded but related material for the beginnings of a planned state-wide program in astronomy for the elementary and secondary school. A revision of science curriculum has been instituted and evaluated to offer a more complete and effective presentation of the sciences.

The article offers tribute to Archie E. Roy, Emeritus Professor of Astronomy at the University of Glasgow and investigator of heavenly bodies and earth-bound spirits.

The article discusses teaching strategies for planetarium visits of pre-school children. It notes several characteristics of pre-school children that planetarium educators need to consider including high level of curiosity and short attention span. The author suggests giving children enough time to explore the planetarium and limiting presentation time to 15 to 20 minutes. It cites the need for teachers to use appropriate language and injecting humor to keep children engaged.

This article discusses how astronomy teaching can be beneficial to all students, including both gifted and talented students and low-achieving students. It discusses why teachers should consider teaching astronomy and why students enjoy learning about it. The article also looks at the existing provision available that could be used for gifted and talented and low-achieving students and how each is suited to that group. [ABSTRACT FROM AUTHOR]

The article focuses on the decision of the International Astronomical Union to name minor planet number 6591 after Dmitri Sabinin, a professor at the Moscow State University in Russia. The said planet was discovered at the Crimean Astrophysical Observatory. The author believes that the naming of the minor planet after Sabinin can be rightly regarded as a recognition of his scientific achievements and an acknowledgement of his valiant struggle for the ideals of science.

Find out about the interesting astronomical things that are fairly easy for you and your students to see during the next three months. Generally, the best time for a field night for students is about six days after new moon. Check the table of the Moon's phases at the end of this article to help you plan your evening viewing over the next year. [ABSTRACT FROM AUTHOR]

The article describes a curriculum in astronomy for elementary education. Science teachers can begin by showing that astronomy is part of everyday life and that the laws and principles of science explain creation in its terms. Then they can teach observations of the rising and setting of the sun and the concepts of altitude and zenith distance. They should teach the two vertical circles early in the grades because these two circles extend from the four cardinal points; their relation to the prior concepts of the horizon clarifies and their comprehension of special concepts widens. They should consider teaching something relative to the special relations of ecliptic and celestial equator or explain the seasons and their association with ecliptic and equinoctial points.

The article reports on the opening of nomination of Astronomical Society of the Pacific's Thomas J. Brennan Award which recognizes achievement related to the teaching of astronomy at the high school level and had a substantial impact on high school astronomy teaching.

An obituary for physics and astronomy professor David Bruce Cline is presented.

The article offers information on teaching an astronomy concept in a video uploaded to YouTube. It is noted that the main purpose of the educational video is to collect teaching ideas to share with people involved in astronomy education and give ideas on procedures that can be adapted in other planetariums, museums and schools. It also offers information on planetarium conference held in Cozumel, Mexico, during December 2-4, 2015.

The winner of the 2018 Patrick Moore Medal reveals some of her classroom secrets. [ABSTRACT FROM AUTHOR]

Created for the 2009 International Year of Astronomy, the Galileoscope solved a long-standing problem: the lack of high quality, low cost telescope kits suitable for both optics education and celestial observation. Through an effort managed entirely by the volunteers who have authored this article almost 240 000 Galileoscope kits have now been distributed in 106 countries across the globe, for use in science teaching and public outreach. The Galileoscope outreach programme for the 2015 International Year of Light is now in full swing, giving tens of thousands of students, teachers and parents their first telescopic look at the Moon's craters and Saturn's rings. [ABSTRACT FROM AUTHOR]