Journal articles on the topic 'Astronomy'
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Ampollini, Ilaria. "Celestial Globes and Popular Astronomy." Nuncius 34, no. 1 (February 25, 2019): 69–98. http://dx.doi.org/10.1163/18253911-03401003.
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Abstract This contribution aims to examine the scientific relationship between Giuseppe Toaldo and Jérôme Lalande, focusing on two works by the French astronomer which Toaldo translated into Italian. The first text is the Abregé d’ Astronomie (Compendio d’Astronomia, Padova: Stamperia del Seminario, 1777), addressed to students of astronomy; the second one is the Astronomie des Dames (Astronomia delle Dame, [Venezia]: Giacomo Storti, 1796), written for a female public to which Toaldo interestingly added the appendix Astronomia de’ Gentiluomini (Venezia, 1797). These works clearly testify Toaldo’s deep interest in the teaching and spreading of astronomy, an interest Toaldo shared with Lalande. The contacts between the two astronomers we will be displaying will also allow us to make some hypothesis about two splendid globes, a terrestrial and a celestial one. It is unknown how they arrived in the library of the Episcopal Seminar of Padova, where they are preserved today.
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Liszka, Piotr. "Relacja astronomii z teologią do czasów średniowiecza." Studia Bobolanum 30, no. 1 (January 20, 2019): 101–14. http://dx.doi.org/10.30439/sb.2019.1.7.
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Astronomia jest nauką niezależną od wiary, natomiast astrologia jest ściśle powiązana z wierzeniami religijnymi. Astronomia obserwuje kosmos, aby tworzyć teorie, astrologia ma wydźwięk praktyczny, jest sztuką panowania nad kosmosem, ma powiązanie z magią. Na ogół słowa mające w końcówce -logia (np. filologia, teologia) mają charakter bardziej teoretyczny, natomiast nazwy dziedzin bardziej praktycznych mają w końcówce -nomia (np. gastronomia). Tymczasem tutaj mamy sytuację odwrotną. Artykuł niniejszy zajmuje się kwestiami językowymi oraz tłem historycznym jedynie po to, aby odróżnić te dwie dziedziny i ukazać relację między astronomią i teologią. Treść artykułu została ułożona chronologicznie. Przedstawimy najpierw astronomię starożytną, uprawianą w Mezopotamii i w Grecji, a następnie zajmiemy się wykorzystaniem dorobku astronomii w teologii chrześcijańskiej. Ukażemy też powiązania astronomii z islamem.
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Seidengart, Jean. "Amateur Astronomy from Its Origins to Camille Flammarion." International Astronomical Union Colloquium 98 (1988): 2–10. http://dx.doi.org/10.1017/s0252921100092034.
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It is not possible to sketch the history of astronomy by amateurs without first defining what the term “amateur astronomer” truly means. But we must avoid using “the benefit of hind-sight” to interpret the past in terms of a concept, the relevance of which has been perceived only during the course of the last one hundred years. In order to avoid the sophistry arising from such a purely imaginary history that is based on false conceptions, it is useful to examine amateur astronomy’s precise status, since its emergence in the dawn of classical science, by outlining the type of relationship that it has had with “professional” astronomy. In doing so, we can evoke some of the major developments in amateur astronomy, the scientific contributions of which, although often of high quality, have at times reached the very forefront of the discipline of astronomy.
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Turaj, Katarzyna. "Amateur Astronomy in Poland: Past and Present." International Astronomical Union Colloquium 98 (1988): 40–43. http://dx.doi.org/10.1017/s0252921100092137.
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Amateur astronomy in Poland has its own history dating from the 17th century to the present day. Before the 17th century, the term “amateur astronomer” loses its meaning. Otherwise we might pose the rather paradoxical question: “Was Copernicus an amateur?” and probably have to give the answer: “Yes, he was an amateur, being first a priest, a physician and a lawyer.” Let us leave him in peace and instead turn to more undoubted amateurs. The history can be divided into two general periods: before and after the creation of the Polish Amateur Astronomical Society, PA AS (Polskie Towarzystwo Milosników Astronomii – PTMA). Here we present 16 Polish amateur astronomers who contributed to astronomy from the 17th to the 20th centuries, except Jan Heweliusz – the greatest – who is discussed elsewhere (1). All are selected from a much larger group, the selection being made in accordance with the rules described in the very useful and practical “Criteria for identifying an astronomer as an amateur”, formulated by Tom Williams a few years ago and presented here (2). There is also a short history and current information about the PAAS. Finally, we summarize successes and failures of amateur astronomy in Poland and put some general questions about its future.
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Percy, J. R. "The Role of Amateur Astronomers in Astronomy Education." International Astronomical Union Colloquium 162 (1998): 205–10. http://dx.doi.org/10.1017/s0252921100115106.
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Let us begin by defining “amateur astronomer”. According to a dictionary, an amateur astronomer is “someone who loves astronomy, and cultivates it as a hobby”. At IAU colloquium 98 (The Contributions of Amateurs to Astronomy), Williams (1988) discussed this issue at length. He proposed that, to be an amateur astronomer, one must be an astronomer - able to do astronomy with some degree of skill; he then defined an amateur astronomer as “someone who carries out astronomy with a high degree of skill, but not for pay”.
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Faizah, Nur, and Nura'zirah Binti Roslan. "THE ROLE OF SINDHIND ZIJ AS THE FIRST ISLAMIC ASTRONOMICAL CALCULATION TABLE IN INDIAN CIVILIZATION." Al-Hilal: Journal of Islamic Astronomy 5, no. 2 (October 30, 2023): 135–54. http://dx.doi.org/10.21580/al-hilal.2023.5.2.18158.
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Astronomy has developed in India since prehistoric times. However, astronomy’s first work appeared during the Vedanga Jyotisa era, written by Lagadha, the oldest literary book in India. Using qualitative methods with a library research approach, it was found that Indian astronomers researched Astronomy and wrote books. One of the books that first made Muslim scientists interested in the world of astronomy was the book Brāhmasphuṭasiddhānta, which was translated into Arabic by Al-Fazari (d. 796 AD) during the Caliphate of Al-Manṣūr from the Abbasid dynasty. Al-Fazari (d. 796 AD) became the first Muslim astronomer to compile Zij, with his calculations converted into the Hijri Calendar. After Al-Fazari (d. 796 AD) collected this Zij, other Zijs were born, which became the forerunners for the composition of the epimeris and other counts. Around the beginning of the 11th century, Al-Biruni (973-1048 AD) spread da'wah to India and introduced the study of Islamic astronomy in India.
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Putri Rahmawati, Loekman Mohammadi, and Choirul Amin. "Perancangan Astronomy Center Kabupaten Semarang." SARGA: Journal of Architecture and Urbanism 14, no. 1 (January 30, 2020): 30–39. http://dx.doi.org/10.56444/sarga.v14i1.181.
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Ilmu Astronomi adalah salah satu cabang bidang keilmuan yang melibatkan pengamatan benda-benda langit (Bintang, Planet, Komet, Nebula, Gugus Bintang atau Galaksi) serta fenomena – fenomena alam yang terjadi di luar atmosfer Bumi (Misal Badai Matahari, radiasi latar belakang kosmik). Di Indonesia jumlah bangunan yang memiliki fungsi sebagai Astronomy Centre hanya terdapat di DKI Jakarta yaitu Planetarium dan Observatorium Jakarta yang terletak di Jakarta Pusat. Di Provinsi Jawa Tengah belum terdapat sarana untuk mengakomodasi kegiatan astronomi, baik tingkat pelajar, mahasiswa maupun umum. Kabupaten Semarang dipilih karena mempunyai topografi berupa pegunungan dan jauh dari keramaian Kota Semarang yang cocok untuk menjadi tempat untuk melakukan pengamatan benda langit. Astronomy Center di Kabupaten Semarang merupakan suatu bangunan yang berfungsi untuk mewadahi suatu kebutuhan wisata edukatif dan mengenalkan ilmu pengetahuan astronomi kepada masyarakat umum dan sebagai bangunan yang mempunyai misi mengenalkan ilmu astronomi kepada masyarakat umum. Tujuan perancangan Astronomy Centre adalah untuk fasilitas edukasi yang bisa dijangkau dan memberikan pengetahuan kepada masyarakat, memiliki desain yang menarik. Dengan penekanan desain Arsitektur Metafora, dan di peruntukan untuk pelajar, mahasiswa maupun masyarakat umum baik domestik maupun mancanegara yang datang secara individual, group, maupun study tour yang hendak belajar tentang ilmu astronomi.
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Martins, Caroliny Capetta, and Germano Bruno Afonso. "Metodologias ativas para o ensino de astronomia indígena na educação de surdos." Revista Educação, Pesquisa e Inclusão 1 (December 22, 2020): 5. http://dx.doi.org/10.18227/2675-3294repi.v1i0.6660.
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O presente artigo versa sobre a importância do uso das metodologias ativas na educação de alunos surdos, no que se refere ao ensino de Astronomia Indígena, principalmente na construção da réplica de um Observatório Solar Indígena, que é um equipamento educacional que permite determinar o meio-dia solar, os pontos cardeais e as estações do ano. O objetivo deste estudo é buscar a criatividade, inciativa e a inclusão escolar de alunos surdos, envolvendo-os em atividades em que tenham que tomar decisões e avaliar resultados, com apoio de vídeos em Libras. Justifica-se essa pesquisa pelas atuais mudanças educacionais, pela precariedade de ações inovadoras para a construção do conhecimento ocorrer de forma efetiva. A metodologia utilizada foi a pesquisa bibliográfica e as metodologias ativas, para um projeto denominado “Astronomia Indígena para Surdos: Observatório Solar Indígena”. O objetivo do estudo de astronomia indígena em Libras, para a inclusão e equidade na educação de alunos surdos foi alcançado. Evidencia-se, nesse estudo, a necessidade de mais pesquisas voltadas ao público surdo, principalmente referente a temática Astronomia Ocidental e Indígena, através de métodos de ensino que proporcionem a esses discentes, uma inclusão de qualidade. Devido ao interesse que o tema desperta nos alunos, pretendemos ampliá-lo utilizando, no lugar de Libras, as línguas de sinais de algumas comunidades indígenas, que tenham alunos surdos.ACTIVE METHODOLOGIES FOR TEACHING INDIGENOUS ASTRONOMY IN THE DEAF EDUCATIONThis article deals with the importance of using active methodologies in the education of deaf students, with regard to the teaching of Indigenous Astronomy, mainly in the construction of the replica of an Indigenous Solar Observatory, which is an educational equipment that allows determining the solar noon, cardinal points and seasons of the year. The objective of this study, is to seek creativity, initiative and school inclusion of deaf students, involving them in activities in which they have to make decisions and evaluate results, with the support of videos in the Brazilian sign language. This research is justified by the current educational changes, by the precariousness of innovative actions to build knowledge effectively. The methodology used was bibliographic research and active methodologies, for a project called “Indigenous Astronomy for Deaf People: Indigenous Solar Observatory”. The objective of the Indigenous astronomy study in Brazilian Sign Language, for inclusion and equity in the education of deaf students was achieved. In this study, the need for more research aimed at the deaf audience, mainly regarding the Western and Indigenous Astronomy theme, is evidenced, through teaching methods that provide these students with a quality inclusion. Due to the interest that the topic arouses in students, we intend to expand it using, instead of the Brazilian Sign Language, the sign languages of some indigenous communities that have deaf students.KEYWORDS: Active Methodologies; Deaf Education; Indigenous Astronomy; Inclusion.METODOLOGÍAS ACTIVAS PARA LA ENSEÑANZA DE ASTRONOMÍA INDÍGENA EN LA EDUCACIÓN PARA SORDOSEste artículo trata sobre la importancia de utilizar metodologías activas en la educación de los estudiantes sordos, en lo que respecta a la enseñanza de la Astronomía Indígena, principalmente en la construcción de la réplica de un Observatorio Solar Indígena, que es un equipamiento educativo que permite determinar la jornada solar, puntos cardinales y estaciones. El objetivo, el estudio, es buscar la creatividad, la iniciativa y la inclusión escolar de los estudiantes sordos, involucrándolos en actividades en las que tienen que tomar decisiones y evaluar resultados, con el apoyo de videos en libras. Esta investigación se justifica por los cambios educativos actuales, por la precariedad de acciones innovadoras para construir conocimiento de manera efectiva. La metodología utilizada fue la investigación bibliográfica y metodologías activas, para un proyecto denominado “Astronomía indígena para sordos: Observatorio Solar Indígena”. El objetivo del estudio de la astronomía india en libras, para la inclusión y equidad en la educación de los estudiantes superará para lograr. En este estudio se evidencia la necesidad de realizar más investigaciones dirigidas a la audiencia sorda, principalmente en la temática de Astronomía Occidental e Indígena, a través de métodos de enseñanza que brinden a estos estudiantes una inclusión de calidad. Investigando el interés que el tema despierta en los estudiantes, pretendemos expandirlo utilizando, en lugar de libras, las lenguas de señas de algunas comunidades indígenas, como los estudiantes sordos.PALABRAS CLAVE: Metodologías activas; Educación para sordos; Astronomía indígena; Inclusión.
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Ismajaya, Muh Aryanugraha, Ratriana Said, and Alfiah Alfiah. "Museum Astronomi dengan Pendekatan Arsitektur Biomimikri di Makassar." TIMPALAJA : Architecture student Journals 2, no. 1 (June 30, 2020): 25–32. http://dx.doi.org/10.24252/timpalaja.v2i1a3.
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Abstrak_Perancangan museum astronomi dengan pendekatan arsitektur biomimikri di Makassar bertujuan untuk menyediakan sarana wisata edukasi untuk mewadahi minat dan keingintahuan masyarakat tentang ilmu astronomi terkhusus di kota Makassar. Prinsip perancagan Museum Astronomi memperhatikan alam sekitar sehingga dapat menyesuaikan dengan alam tempat bangunan akan dibangun. Pada perancangan ini akan berfokus pada penerapan arsitektur biomimikri dengan menggunakan fasad kinetik yang dapat diatur menggunakan konfigurasi dari komputer.Kata Kunci: Museum; Astronomi; Perancangan, Gedung, Biomimikri. Abstract_The design of the Astronomy Museum with the Biomimicry Architecture design in Makassar offers a means of educational education to accommodate the interests and curiosity of the public about astronomy in particular in the City of Makassar. The Museum of Astronomy Design needs to pay attention to the natural surroundings so that it can adjust to nature where the building will be built. In this design, biomimicry architecture planning will be approved using a kinetic facade that can be set using a computer configuration.Keywords: Museum, Astronomy, Design, Building, Biomimicry.
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Verdet, J. P. "Book Review: Astronomy in Provence: Astronomie et Astronomes en Provence, 1680–1730." Journal for the History of Astronomy 18, no. 2 (May 1987): 134–35. http://dx.doi.org/10.1177/002182868701800209.
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Cardoso, Jorge, Décio Martins, Helmuth Malonek, and Carlos Fiolhais. "Manuel dos Reis e a Astronomia em Portugal de 1930 a 1970." História da Ciência e Ensino: construindo interfaces 20 (December 29, 2019): 550–67. http://dx.doi.org/10.23925/2178-2911.2019v20p550-567.
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Resumo Descreve-se a evolução do Observatório Astronómico da Universidade de Coimbra de 1930 a 1970, destacando- se o exercício das funções de diretor por Manuel dos Reis (1900-1992), de 1934 a 1970. Fonte primordial é o espólio documental de Manuel dos Reis à guarda do Arquivo da Universidade de Coimbra, que inclui programas, lições, problemas, exames, estudos e notas, e outros manuscritos sobre História da Astronomia, Astronomia (Geral, Mecânica, Esférica e Geodésica), Astronomia Medieval, e Astronomia Náutica dos Descobrimentos. Engloba ainda listas bibliográficas, rascunhos das comunicações e discursos sobre Astronomia Náutica proferidos na Academia das Ciências de Lisboa. Apresenta-se, em particular, um documento datilografado, inédito, provavelmente da década de 30, com o título “Reorganização do ensino da Astronomia e da investigação astronómica”, onde Reis, após descrever brevemente a história da Astronomia, refere a Astrofísica como o “novo capítulo da Astronomia”, e reflete sobre o ensino e investigação da Astronomia, e sobre o funcionamento dos Observatórios Astronómicos de Coimbra e de Lisboa (Tapada da Ajuda), e do Observatório Meteorológico do Porto (Serra do Pilar).Palavras-chave: História da Astronomia em Portugal; Astrofísica, Observatório Astronómico da Universidade de Coimbra. Abstract The evolution of the Astronomical Observatory of the University of Coimbra from 1930 to 1970 is described, highlighting Manuel dos Reis (1900-1992) role as director from 1934 to 1970. Main source is the collection of Manuel dos Reis documentation in the Archive of the University of Coimbra, which includes programs, lessons, problems, exams, studies and notes and other manuscripts on the History of Astronomy, Astronomy (General, Mechanical, Spherical and Geodesical), Medieval Astronomy, Nautical Astronomy of the Portuguese Discoveries. It also includes lists of bibliographical references, minutes of communications and speeches on Nautical Astronomy delivered at the Academy of Sciences of Lisbon. A typewritten, unpublished document, with the title "Reorganization of the teaching of astronomy and astronomical investigation”, probabbly from the 1930s, is presented. Reis, after a brief description of the history of Astronomy, describes Astrophysics as the "new chapter of Astronomy", reflects on the teaching and research on Astronomy, and on the operation of the Astronomical Observatories of Coimbra and Lisbon (Tapada da Ajuda), and the Meteorological Observatory of OPorto (Serra do Pilar). Keywords: History of Astronomy in Portugal; Astrophysics; Astronomical Observatory of the University of Coimbra.
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Baldwin, J. E., P. G. Mezger, A. Barrett, A. Baudry, R. Booth, D. Jauncey, V. Kapahi, et al. "40. Radio Astronomy (Radio Astronomie)." Transactions of the International Astronomical Union 20, no. 01 (1988): 539–66. http://dx.doi.org/10.1017/s0251107x00007379.
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The following commission members have contributed to this report:M Birkinshaw, R J Cohen, J J Condon, T J Cornwell, J R Dickel, P A Feldman, R Genzel, M Goss, V Kapahl, Gopal Krishna, M Kundu, A G Lyne, C R Masson, A C Readhead, W Reich, J M Riley, A J Turtle, J M van der Hulst, T L Wilson.
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Bravo-Alfaro, Hector. "An Undergraduate Program for Astronomy in México." Transactions of the International Astronomical Union 24, no. 3 (2001): 164–65. http://dx.doi.org/10.1017/s0251107x00000614.
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Astronomy in México has an ancient tradition, reinforced during the twentieth century by groups working in theoretical and observational astronomy. During the 1990s, the Great Millimeter Telescope (a single 50-m antenna) has been approved, and a 6-m infrared telescope is under study. Graduate and undergraduate programs must be improved to prepare future Mexican and Latin American astronomers to take advantage of these facilities. To meet the challenge, two traditional Mexican programs (Instituto de Astronomia-UNAM and Instituto Nacional de Astrofisica, Optica y Electronica-INAOE) are updating their graduate programs. Similarly, the Departamento de Astronomía de la Universidad de Guanajuato is joining physicists in the first undergraduate program in México in physics and engineering with an option in astrophysics. This will prepare students for industry, academia or national laboratories, either in physics or astronomy. Jobs in academia have been scarce; many students had to give up their goals after one or two postdoctoral positions. Graduate and undergraduate programs must adjust, by broadening the scope of present programs so that students are better prepared for other job opportunities. We present a B.Sc. program designed by astronomers and physicists to try to address some of these concerns and to prepare the students for either continuing with graduate studies or finding employment in an ever-changing job market. (Co-author is Victor Migenes, Guamajato, México.)
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Pössel, Markus, Carolin Liefke, Niall Deacon, Natalie Fischer, Juan Carlos Muñoz, Markus Nielbock, Saeed Salimpour, and Gwen Sanderson. "The IAU Office of Astronomy for Education." Proceedings of the International Astronomical Union 15, S367 (December 2019): 65–74. http://dx.doi.org/10.1017/s1743921321000934.
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AbstractSince January 2020, the International Astronomical Union has an Office of Astronomy for Education (OAE). The OAE, which joins the previously existing IAU Offices for Astronomy for Development (OAD), Astronomy Outreach (OAO) and Young Astronomers (OYA) is hosted at Haus der Astronomie, a center for astronomy education and outreach operated by the Max Planck Society in Heidelberg, Germany. This contribution outlines the mission of the OAE, the current state of the office, its background, mission and collaborative structure, as well as the activities that have already started or are planned for the future.
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Ferreira, Ana Lucia, Pedro Arthur de Lorenzo Petry, Gabriel Salles do Amaral, and Marcela Alves Domingues. "ASTRONOMIA E EDUCAÇÃO/ ASTRONOMY AND EDUCATION." Brazilian Journal of Development 7, no. 2 (2021): 17604–12. http://dx.doi.org/10.34117/bjdv7n2-416.
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Seidelmann, P. Kenneth, E. Myles Standish, Claude Froeschle, Heiner Schwan, Dennis McCarthy, Elena Schilbach, and Toshio Fukushima. "Division I: Fundamental Astronomy: (Astronomie Fondamentale)." Transactions of the International Astronomical Union 24, no. 1 (2000): 3–6. http://dx.doi.org/10.1017/s0251107x00002522.
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The last three years have been marked by changes, highlights and progress. Organizationally, commission 7 has joined Division I and plans proceed for commissions 8 and 24 to merge in 2000. They have had a common vice president during this triennium. Sadly, the Royal Greenwich Observatory was closed after over 200 years, but Her Majesty’s Nautical Almanac Office has continued at Rutherford Appleton Laboratory. In St Petersburg, Russia, the Institute of Theoretical Astronomy was abolished, with some of the personnel relocated to the Institute of Applied Astronomy and Pulkova Observatory. In Paris, France, the Bureau des Longitudes was reorganized as the Institute of Celestial Mechanics-Bureau des Longitudes as part of the Paris Observatory.
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Capitaine, Nicole. "Division I: Fundamental Astronomy (Astronomie Fondamentale)." Transactions of the International Astronomical Union 25, no. 2 (2007): 55–64. http://dx.doi.org/10.1017/s0251107x0000571x.
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Capitaine, Nicole, Jean Chapront, John D. Hadjidemetriou, Wenjing Jin, Gérard Petit, and Kenneth Seidelmann. "Division I: Fundamental Astronomy: (Astronomie Fondamentale)." Transactions of the International Astronomical Union 25, no. 1 (2002): 3–10. http://dx.doi.org/10.1017/s0251107x0000122x.
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Valls-Gabaud, David, and Alexander Boksenberg. "The role of astronomy in society and culture." Proceedings of the International Astronomical Union 5, S260 (January 2009): 4–8. http://dx.doi.org/10.1017/s1743921311002079.
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AbstractAs an ancient and multidisciplinary field, astronomy is an ambassador for all sciences. Astronomy's broad appeal, whether from its cultural interest of our place in the universe, or its practical aims such as sea- or space navigation, is well recorded in history from ancient to modern times, and sky-awareness, more generally, began prehistorically. Astronomy's perceived role and purpose has continually developed over the ages. In all, astronomy is not to be viewed as a narrow subject operating in isolation but one that has contributed comprehensively to the advancement of society.
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Khowraiva, Alika, and Aprilia Kartini Streit. "Perancangan Buku Aktivitas mengenai Ilmu Astronomi untuk Anak Umur 9-12 Tahun." ANDHARUPA: Jurnal Desain Komunikasi Visual & Multimedia 8, no. 04 (February 17, 2023): 559–69. http://dx.doi.org/10.33633/andharupa.v8i04.6924.
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AbstrakAstronomi adalah ilmu pengetahuan yang mempelajari fenomena alam yang terdapat di luar angkasa maupun di dalam Bumi. Pengetahuan ini sangat memiliki peranan penting dalam kehidupan manusia. Dengan astronomi manusia menemukan berbagai penemuan yang menunjang kehidupan seperti pesawat, satelit, dan sebagainya. Tetapi ilmu tersebut dianggap rumit dan masih minimnya sumber informasi mengenai astronomi. Berdasarkan hasil penelitian bahwa anak-anak kurang tertarik dengan media pembelajaran astronomi yang sudah ada karena dianggap membosankan, kalimat yang susah dipahami dan penggunaan teks yang terlalu banyak dibandingkan teks, sehingga tidak meningkatkan minat mereka. Berdasarkan hasil riset media pembelajaran yang disukai anak-anak adalah buku interaktif. Buku interaktif yang dulu sekarang dikenal dengan buku aktivitas, sehingga penulis akan merancang buku aktivitas yang di dalamnya terdapat sebuah aktivitas sains. Perancangan ini menggunakan metode kualitatif-deskriptif, dengan cara mengumpulkan data melalui kuesioner dan studi pustaka. Hasil perancangan ini akan dipublikasikan secara komersial guna memperkenalkan astronomi dengan cara yang berbeda. Kata Kunci: astronomi, media aktivitas, luar angkasa, ilustrasi AbstractAstronomy is the study of natural phenomena found in outer space and on Earth. This knowledge has an important role in human life. With astronomy humans find various discoveries that support life such as planes, satellites, etc. But the science is considered complicated and there is still a lack of sources of information about astronomy. Based on the results of the study that children are less interested in the existing astronomy learning media because they are considered boring, sentences are difficult to understand and the use of text is too much compared to text, so it does not increase their interest. Based on the research results, the preferred learning media for children is interactive books. An interactive book that used to be known as an activity book, so the author will design an activity book in which there is a science activity. This design uses a qualitative-descriptive method, by collecting data through questionnaires and literature studies. The results of this design will be published commercially to introduce astronomy in a different way. Keyword: astronomy, activity media, outer space, illustration
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Copperwheat, Chris. "Robotic Astronomy." Astronomy & Geophysics 64, no. 4 (August 1, 2023): 4.14–4.19. http://dx.doi.org/10.1093/astrogeo/atad032.
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Abstract Robotic telesopes are essential in studying time domain astronomy. Astronomer-in-Charge at the Liverpool Telescope Chris Copperwheat expounds its benefits, and gives us a preview of coming interactions with the Liverpool Telescope's planned successor.
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Kim, Yong H. "Teaching Observational Astronomy as a Laboratory Course for Non-Majors." International Astronomical Union Colloquium 105 (1990): 154–58. http://dx.doi.org/10.1017/s0252921100086620.
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Since antiquity, doing astronomy means basically stepping outside, looking upward, and considering the widest environment. Thus any undergraduate astronomy program, no matter how diverse its course offering, is incomplete without observational astronomy. For example, some California community colleges offer several courses including such titles as “Man and the Cosmos,” “Final Stellar States,” “Astronomy Enrichment,” and “Astronomical Myths, Mysteries & Fallacies,” but do not offer “Observational Astronomy.” As a teaching astronomer, I question the wisdom and honesty of such practice of proliferation solely based on sensationalism. An introductory lecture course and an observational lab course must be the core of lower-division undergraduate astronomy education. Anything else, in my opinion, is peripheral.
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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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Gingerich, Owen. "Kepler, Galileo and the birth of modern astronomy." Proceedings of the International Astronomical Union 5, S260 (January 2009): 172–81. http://dx.doi.org/10.1017/s1743921311002250.
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AbstractThe International Year of Astronomy marks the 400th anniversary of Kepler's Astronomia nova and the first use of the telescope for astronomy, most notably leading to Galileo's Sidereus nuncius (1610). Kepler's book for the first time argued strongly for a physical basis to astronomical explanations. Galileo's work showed that a coherent understanding was more important for scientific progress than specific proofs. The efforts of both astronomers undermined the traditional geocentric cosmology and essentially brought about the birth of modern astronomy.
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Cidale, Lydia S. "Jorge Sahade: First Latin American IAU President." Proceedings of the International Astronomical Union 13, S349 (December 2018): 147–52. http://dx.doi.org/10.1017/s1743921319000243.
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AbstractProf. Jorge Sahade (1915–2012) was the first Latin American President of the International Astronomical Union (1985–1988). From then on, he had a very active participation as president, vice-president, and organizing committee member of several Commissions and Divisions of the IAU, related to stellar astrophysics and exchange of astronomers. Prof. J. Sahade was born in Argentina and was one of the first students graduated in astronomy at the National University of La Plata. He served as director of the Astronomical Observatory of Córdoba (1953–1955) and of the Observatory of La Plata (1968–1969). He was the first Dean of the Faculty of Exact Sciences of the National University of La Plata. He promoted the purchase of a 2.15-m diameter telescope, today located in the Complejo Astronómico El Leoncito, San Juan, Argentina. He founded the Institute of Astronomy and Physics of Space (IAFE) in Buenos Aires and was its first director (1971–1974). He was also director of the “Comisión Nacional de Actividades Espaciales” (the Argentina Space Activity Agency) and promoted the inclusion of Argentina as a partnership of the Gemini Observatory. Prof. Sahade also focused on the development of the astronomy in Latin America and this led to the creation of the “Liga Latinoamericana de Astronomía” (nowadays LIADA).His research field was interacting binary systems and he published about 150 papers, among them is the well-known discovery of the “Struve-Sahade effect”. I met him when he was 70 years old; he was a very enthusiastic astronomer, who travellled everywhere to promote the astronomy in Latin America (Argentina, Perú, Honduras). Among his last dreams was the creation of a Latin American Institute to develop and enhance astrophysics in South and Central America, the revival of UV astronomy and many more impressive works that he would have liked to end and publish.
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CANALES, JIMENA. "Exit the frog, enter the human: physiology and experimental psychology in nineteenth-century astronomy." British Journal for the History of Science 34, no. 2 (June 2001): 173–97. http://dx.doi.org/10.1017/s0007087401004356.
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This paper deals with one of the first attempts to measure simple reactions in humans. The Swiss astronomer Adolph Hirsch investigated personal differences in the speed of sensory transmission in order to achieve accuracy in astronomy. His controversial results, however, started an intense debate among both physiologists and astronomers who disagreed on the nature of these differences. Were they due to different eyes or brains, or to differences in skill and education? Furthermore, they debated how to eliminate them. Some, for example, wanted to eliminate the observer, and prescribed the use of new technologies like the electro-chronograph or photography, while others believed in discipline and education. By debating the nature of these differences, astronomers and physiologists sketched both different conceptions of ‘man’ and different paths to objectivity. These diverse conceptions, moreover, were tied to current nineteenth-century debates, such as the benefits or disadvantages of railroads, telegraphy and the standardization of time and longitudes. By focusing on the debates surrounding the speed of sensory transmission, this paper reevaluates the history of astronomy, physiology and experimental psychology. Furthermore, in investigating astronomy's relation to the human sciences, it uncovers profound connections in the traditionally separate histories of objectivity and the body.L'heure sera distribuée dans les maisons,comme l'eau ou le gaz.Adolph Hirsch
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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 (March 9, 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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Hamel, Jürgen. "Book Review: Nuremberg Astronomy: Astronomie in Nürnberg." Journal for the History of Astronomy 42, no. 3 (August 2011): 415–16. http://dx.doi.org/10.1177/002182861104200312.
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Folger, T. "INTERNATIONAL YEAR OF ASTRONOMY: Astronomy's Greatest Hits." Science 323, no. 5912 (January 16, 2009): 326–29. http://dx.doi.org/10.1126/science.323.5912.326.
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Schwan, H., Wenjing Jin, T. E. Corbin, J. Kovalevsky, J. A. Lopez, L. V. Morrison, F. Noel, et al. "Commission 8: Positional Astronomy: (Astronomie de Position)." Transactions of the International Astronomical Union 24, no. 1 (2000): 21–31. http://dx.doi.org/10.1017/s0251107x00002558.
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The present triennial commission report embraces mainly activities in wide angle, optical astrometry. With the successful development and application of new techniques from Earth (e.g. optical interferometry, CCD’s) and space (Hipparcos mission and new projects) the sub-division between Commissions 8 (Positional Astrometry) and 24 (Photographic Astrometry) has become questionable. During the GA at Kyoto in 1997 all steps for a merger of both commissions have been taken. The final merging will take place at the forthcoming GA in Manchester. For a more complete overview on astrometrical work done in the past triennium the reader should also take notice of the report of Commission 24.
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Requième, Y., M. Miyamoto, P. Benevides-Soares, D. Duma, L. Helmer, J. Hugues, L. Lindegren, et al. "Commission 8: Positional Astronomy (Astronomie De Position)." Transactions of the International Astronomical Union 20, no. 1 (1988): 29–39. http://dx.doi.org/10.1017/s0251107x00006891.
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The Commission deeply regrets the death of our colleague G. Teleki who passed away on February 1987.After the retirement of T. Dambara, S. Lautsen and W. Gliese and the arrival of C. Turon-Lacarrieu as a new member, the membership of our commission is 142.
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Miyamoto, M. "Commission 8: Positional Astronomy (Astronomie de Position)." Transactions of the International Astronomical Union 21, no. 1 (1991): 29–40. http://dx.doi.org/10.1017/s0251107x00009779.
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According to the recommendations of the Paris IAU Secretariat, the present triennial commission report is intended to put special emphasis on outstanding achievements around the main objectives of the commission rather than on abstracting all the literatures relevant to the commission. The highlights of the commission during the triennium under review have been the establishment of the conventional stellar reference frame FK5, an intensive effort in extension of the stellar reference frame to a celestial network of higher star densities and fainter magnitudes, and the launch of the astrometric satellite HIPPARCOS, as are described in this report.
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Hughes, J. A. "Commission 8: Positional Astronomy (Astronomie de Position)." Transactions of the International Astronomical Union 19, no. 2 (1985): 111–22. http://dx.doi.org/10.1017/s0251107x00026122.
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Rosenzweig, Patricia. "Astronomy in Venezuela." Transactions of the International Astronomical Union 24, no. 3 (2001): 205–9. http://dx.doi.org/10.1017/s0251107x00000766.
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AbstractSince the installation of the Observatorio Cagigal in Caracas, astronomy in Venezuela has developed steadily, and, in the last few decades, has been strong. Both theoretical and observational astronomy now flourish in Venezuela. A research group, Grupo de Astrofísica (GA) at the Universidad de Los Andes (ULA) in Mérida, started with few members but now has increased its numbers and undergone many transformations, promoting the creation of the Grupo de Astrofísica Teórica (GAT), the Grupo de Astronomía, the Centro de Astrofísica Teòrica (CAT), and with other collaborators initiated the creation of a graduate study program (that offers master’s and doctor’s degrees) in the Postgrado de Física Fundamental of ULA. With the financial support of domestic Science Foundations such as CONICIT, CDCHT, Fundacite, and individual and collective grants, many research projects have been started and many others are planned. Venezuelan astronomy has benefitted from the interest of researchers in other countries, who have helped to improve our scientific output and instrumentation. With the important collaboration of national and foreign institutions, astronomy is becoming one of the strongest disciplines of the next decade in Venezuela.
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Ni'am, M. Ihtirozun, and Fika Afhamul Fuscha. "Integrasi Teori dan Praktik Ilmu Falak dengan Media al-Murobba’ di Pondok Pesantren al-Firdaus YPMI." Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan 22, no. 1 (May 31, 2022): 1–18. http://dx.doi.org/10.21580/dms.2022.221.9567.
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Lately, the study of astronomy in Islamic boarding schools has been less attractive. One factor is the lack of media or instruments to support astronomy learning, one of which is at the Al-Firdaus YPMI Islamic Boarding School. This service aims to integrate theory and practice in astronomy through al-Murobba' media. This study uses the Asset Based Community Development (ABCD) method, which is to develop astronomical scientific assets that are owned by the Al-Firdaus YPMI Islamic Boarding School. Service results show that integrating theory and practice in learning astronomy using al-Murabba' can improve cognitive, psychomotor, and affective aspects. This can be seen from the participants' pre-test and post-test results.Akhir-akhir ini kajian ilmu falak di pesantren kurang diminati. Salah satu faktornya adalah kurangnya media atau instrumen untuk mendukung pembelajaran ilmu falak, salah satunya di Pondok Pesantren Al-Firdaus YPMI. Pengabdian ini bertujuan untuk mengintegrasikan teori dan praktik dalam ilmu falak melalui media al-Murobba'. Penelitian ini menggunakan metode Asset Based Community Development (ABCD), yaitu mengembangkan aset keilmuan astronomi yang dimiliki oleh Pondok Pesantren Al-Firdaus YPMI. Hasil pengabdian menunjukkan bahwa pengintegrasian teori dan praktik dalam pembelajaran astronomi menggunakan al-Murabba' dapat meningkatkan aspek kognitif, psikomotorik, dan afektif. Hal ini terlihat dari hasil pre-test dan post-test para peserta.
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Frater, R. H., W. M. Goss, and H. W. Wendt. "Bernard Yarnton Mills 1920–2011." Historical Records of Australian Science 24, no. 2 (2013): 294. http://dx.doi.org/10.1071/hr13002.
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Bernie Mills is remembered globally as an influential pioneer in the evolving field of radio astronomy. His contributions with the ‘Mills Cross' at the CSIRO Division of Radiophysics and later at the University of Sydney's School of Physics and the development of the Molonglo Observatory Synthesis Telescope (MOST) were widely recognized as astronomy evolved in the years 1948–85 and radio astronomy changed the viewpoint of the astronomer as a host of new objects were discovered.
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Li, Changhua, Chenzhou Cui, Linying Mi, Boliang He, Dongwei Fan, Shanshan Li, Sisi Yang, et al. "Design and Implement of Astronomical Cloud Computing Environment In China-VO." Proceedings of the International Astronomical Union 12, S325 (October 2016): 353–56. http://dx.doi.org/10.1017/s1743921316012709.
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AbstractAstronomy cloud computing environment is a cyber-Infrastructure for Astronomy Research initiated by Chinese Virtual Observatory (China-VO) under funding support from NDRC (National Development and Reform commission) and CAS (Chinese Academy of Sciences). Based on virtualization technology, astronomy cloud computing environment was designed and implemented by China-VO team. It consists of five distributed nodes across the mainland of China. Astronomer can get compuitng and storage resource in this cloud computing environment. Through this environments, astronomer can easily search and analyze astronomical data collected by different telescopes and data centers , and avoid the large scale dataset transportation.
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Frater, R. H., W. M. Goss, and H. W. Wendt. "Bernard Yarnton Mills AC FAA. 8 August 1920 — 25 April 2011." Biographical Memoirs of Fellows of the Royal Society 59 (January 2013): 215–39. http://dx.doi.org/10.1098/rsbm.2013.0015.
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Bernie Mills is remembered globally as an influential pioneer in the evolving field of radio astronomy. His contributions with the ‘Mills Cross’ at the Commonwealth Scientific and Industrial Research Organisation (CSIRO) Division of Radiophysics and later at the University of Sydney’s School of Physics and the development of the Molonglo Observatory Synthesis Telescope (MOST) were widely recognized as astronomy evolved in the years 1948–85 and radio astronomy changed the viewpoint of the astronomer as a host of new objects were discovered.
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Gerbaldi, M., L. Bottinelli, L. Gouguenheim, F. Delmas, and J. Dupré. "Training of School Teachers at French Astronomy Summer Universities." International Astronomical Union Colloquium 105 (1990): 297–306. http://dx.doi.org/10.1017/s0252921100086966.
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In September 1976, at the end of the IAU General Assembly held at Grenoble (France), a one-day meeting concerning the teaching of astronomy was organized by Commission 46. It was decided during this symposium, which brought together 150 French school teachers and 50 astronomers, among other things, to organize a summer school of astronomy the following summer. Since then, such a school has been organized every summer. These astronomy Summer Universities are one of the activities developed by the non-profit organization CLEA (Comité de Liaison Enseignants Astronomes) whose activities are discussed elsewhere in these proceedings. In astronomy, children are always very curious. Because of this interest, in the 1970’s some French astronomers applied pressure on the Education Ministry to introduce the subject in schools, and they were successful. However, astronomy was not introduced as a new separate subject, but rather as a part of another subject, mainly mathematics or physics.
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Krons, Aivars. "VISUALIZATION IN ASTRONOMY AT GENERAL SCHOOL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 2 (August 15, 2009): 31–37. http://dx.doi.org/10.48127/gu-nse/09.6.31a.
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This is an International Year of Astronomy (IYA 2009) when we pay great attention to astronomy education. The International Year of Astronomy is a year-long celebration of astronomy, taking place in 2009 to coincide with the 400th anniversary of the first recorded astronomical observations with a telescope by Galileo Galilei. Author presents a modern approach to teaching astronomy and planetary sciences, centered on visual images and simulations of planetary objects. The basic idea is to take the students to other celestial objects as tourists, and to teach science through the observations of various natural phenomena in these new environments. The power of scientific visualization, through still and dynamic images, makes such a journey an exciting learning experience. The introduction of new technologies (3D animations, virtual reality) greatly enhances the visualization capabilities the teacher can use, allowing him to simulate actual flights over the terrain of other planets and to study them as if observing from a spaceship in orbit. The present article focuses on the study of the Moon, planets, asteroids and Galaxies by means of observations, interpretations, and comparison to planet Earth. Students learn to recognize geological and atmospheric processes, discuss astronomic phenomena, celestial bodies and discover that the same basic physical laws govern all objects in the Solar system and Universe. Key words: interactive learning, astronomy, telescope, astronomy education, scientific visualization, virtual reality (VR).
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Mason, Brian D., William I. Hartkopf, Thomas E. Corbin, and Geoffrey G. Douglass. "Charles Edmund Worley (1935–1997)." Proceedings of the International Astronomical Union 2, S240 (August 2006): 28–32. http://dx.doi.org/10.1017/s1743921307003754.
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AbstractIn keeping with its co-sponsorship by members of both the “close” and “wide” binary star communities, IAU Symposium 240 has been jointly dedicated to the honor of Czech astronomer Mirek J. Plavec and the memory of U.S. astronomer Charles E. Worley.Charles Worley, long-time astronomer at the U.S. Naval Observatory, was born on May 22, 1935, in Iowa City, Iowa, and grew up in Des Moines the son of an M.D., Charles L. Worley, and his wife Iona Cooney Worley, a homemaker. He became interested in astronomy at age nine. His first observational work as an amateur astronomer was plotting and recording more than 10,000 meteors for the American Meteor Society. Continuing his love for astronomy he attended Swarthmore College, where he took part in the parallax program as an Observing Assistant. He also met the other love of his life, his wife, Jane Piper. They were married in 1956 next to Sproul Observatory on the Swarthmore campus. He obtained a B.A. in mathematics from San Jose State College in 1959. He worked for the Lick Observatory in California (1959–1961) as a Senior Assistant and Research Astronomer under a Naval Research grant to observe double stars. After arriving at the U.S. Naval Observatory in 1961, he was the motive force behind an extensive program of double star observation (being himself, a prolific observer), instrumental innovation, and double star cataloging. He quickly gained recognition as one of the world's leading experts in the field of double star astronomy. Charles died on New Year's Eve, 1997, two days before his scheduled retirement.
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Widayanti, Esti Yuli. "ANALISIS MATERI ASTRONOMI PADA PEMBELAJARAN SAINS (PENYAJIAN SAINS MODERN DAN ALQURAN)." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 1, no. 1 (February 1, 2016): 140. http://dx.doi.org/10.15642/jpai.2013.1.1.140-160.
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<p>BAHASA INDONESIA:</p><p>Menyandingkan sains dengan al-Quran dalam pembelajaran sudah banyak diperbincangkan, namun masih belum banyak dipraktikkan di pembelajaran sains sendiri, meskipun di sekolah berlabel agama. Hal ini disebabkan karena belum ada panduan khusus yang menyandingkan dua hal ini secara teknis. Buku-buku pelajaran masih memaparkan konsep secara ilmiah, sehingga yang disampaiakan guru juga hanya apa yang ada di dalam buku, yang kebetulan mereka jadikan acuan. Tujuan studi ini adalah memberikan sebuah acuan bagi para guru kelas di SD/MI dalam membelajarkan materi sains/IPA (meliputi fakta, konsep, prinsip, hukum, dan teori IPA) yang didukung dengan penyampaian ayat-al-Quran dan tafsitnya yang berkaitan dengan materi tersebut. Salah satu materi sains yang sangat menantang dan mengalami perkembangan yang signifikan dari masa ke masa adalah materi astronomi. Studi ini merupakan kajian kualitatif yang bertujuan menggambarkan dan mengungkap sebuah fenomena dalam hal penyampaian materi astronomi di SD/MI. Fenomena menarik disini berkaitan dengan bagaimana guru sains menyampaikan materi astronomi dengan yang dikuatkan dengan penyampaian ayat-ayat al-Qur’an serta tafsirnya yang terkait dengan materi astronomi SD/MI. Semakin terbuktinya ilmu astronomi yang diungkap di ayat-ayat al-Quran oleh hasil penelitian ilmiah, maka penyampaian ayat-ayat al-Qur’an bersamaan dengan materi sains adalah hal yang sangat penting. Hasil kajian meliputi tiga hal. Kajian pertama adalah analisis produk sains meliputi fakta, konsep, prinsip, hukum, dan teori. Untuk materi astronomi berdasarkan kurikulum 2006, diajarkan di kelas I, II, dan VI. Sedangkan berdasarkan kurikulum 2013, materi sains/IPA terkait astronomi disampaikan secara khusus di kelas VI. Kajian kedua mengidentifikasi ayat al-quran terkait dengan materi astronomi disesuaikan dengan ruang lingkup materi di SD/MI. Analisis terakhir yaitu strategi penyampaian ayat-al-Qur’an sebagai penguat materi astronomi adalah model terpadu dengan <em>direct instruction</em>.</p><p> </p><p>ENGLISH:</p><p>There are a bunch of topics about the between Science and Koran. However, it has not practiced yet in science learning process, even in Islamic school. It is because the shortage of particular guidance that bring to a close between Science and Koran technically. Science book only discusses the concept scientifically. So, teachers only teach materials that are in book that coincidently they use it as source book. The purpose of this research is giving guidance for teachers in Public or Private Islamic Elementary School in teaching science (including fact, concept, principle, law, and science theory). Then, it is supported by delivering Koran verses and exclamation of passages of Koran by supplying additional material that relates to the material. One of science materials that is challenging and having significant development from time to time is Astronomy. This research used qualitative method that has purpose to draw and explain the phenomenon in delivering Astronomy material in Public or Private Islamic Elementary School. Interesting phenomenon here relates to how science teachers deliver Astronomy material strengthened by delivering Koran verses and exclamation of passages of Koran by supplying additional material about Astronomy for Elementary students. The more Astronomy proves the truth of Koran by scientific research, the more important both Koran and science should be learned together. There are three results of this study.</p>
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Widayanti, Esti Yuli. "ANALISIS MATERI ASTRONOMI PADA PEMBELAJARAN SAINS (PENYAJIAN SAINS MODERN DAN ALQURAN)." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 1, no. 1 (February 1, 2016): 140. http://dx.doi.org/10.15642/pai.2013.1.1.140-160.
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<p>BAHASA INDONESIA:</p><p>Menyandingkan sains dengan al-Quran dalam pembelajaran sudah banyak diperbincangkan, namun masih belum banyak dipraktikkan di pembelajaran sains sendiri, meskipun di sekolah berlabel agama. Hal ini disebabkan karena belum ada panduan khusus yang menyandingkan dua hal ini secara teknis. Buku-buku pelajaran masih memaparkan konsep secara ilmiah, sehingga yang disampaiakan guru juga hanya apa yang ada di dalam buku, yang kebetulan mereka jadikan acuan. Tujuan studi ini adalah memberikan sebuah acuan bagi para guru kelas di SD/MI dalam membelajarkan materi sains/IPA (meliputi fakta, konsep, prinsip, hukum, dan teori IPA) yang didukung dengan penyampaian ayat-al-Quran dan tafsitnya yang berkaitan dengan materi tersebut. Salah satu materi sains yang sangat menantang dan mengalami perkembangan yang signifikan dari masa ke masa adalah materi astronomi. Studi ini merupakan kajian kualitatif yang bertujuan menggambarkan dan mengungkap sebuah fenomena dalam hal penyampaian materi astronomi di SD/MI. Fenomena menarik disini berkaitan dengan bagaimana guru sains menyampaikan materi astronomi dengan yang dikuatkan dengan penyampaian ayat-ayat al-Qur’an serta tafsirnya yang terkait dengan materi astronomi SD/MI. Semakin terbuktinya ilmu astronomi yang diungkap di ayat-ayat al-Quran oleh hasil penelitian ilmiah, maka penyampaian ayat-ayat al-Qur’an bersamaan dengan materi sains adalah hal yang sangat penting. Hasil kajian meliputi tiga hal. Kajian pertama adalah analisis produk sains meliputi fakta, konsep, prinsip, hukum, dan teori. Untuk materi astronomi berdasarkan kurikulum 2006, diajarkan di kelas I, II, dan VI. Sedangkan berdasarkan kurikulum 2013, materi sains/IPA terkait astronomi disampaikan secara khusus di kelas VI. Kajian kedua mengidentifikasi ayat al-quran terkait dengan materi astronomi disesuaikan dengan ruang lingkup materi di SD/MI. Analisis terakhir yaitu strategi penyampaian ayat-al-Qur’an sebagai penguat materi astronomi adalah model terpadu dengan <em>direct instruction</em>.</p><p> </p><p>ENGLISH:</p><p>There are a bunch of topics about the between Science and Koran. However, it has not practiced yet in science learning process, even in Islamic school. It is because the shortage of particular guidance that bring to a close between Science and Koran technically. Science book only discusses the concept scientifically. So, teachers only teach materials that are in book that coincidently they use it as source book. The purpose of this research is giving guidance for teachers in Public or Private Islamic Elementary School in teaching science (including fact, concept, principle, law, and science theory). Then, it is supported by delivering Koran verses and exclamation of passages of Koran by supplying additional material that relates to the material. One of science materials that is challenging and having significant development from time to time is Astronomy. This research used qualitative method that has purpose to draw and explain the phenomenon in delivering Astronomy material in Public or Private Islamic Elementary School. Interesting phenomenon here relates to how science teachers deliver Astronomy material strengthened by delivering Koran verses and exclamation of passages of Koran by supplying additional material about Astronomy for Elementary students. The more Astronomy proves the truth of Koran by scientific research, the more important both Koran and science should be learned together. There are three results of this study.</p>
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Barker, Peter, and Bernard R. Goldstein. "Realism and Instrumentalism in Sixteenth Century Astronomy: A Reappraisal." Perspectives on Science 6, no. 3 (1998): 232–58. http://dx.doi.org/10.1162/posc_a_00550.
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We question the claim, common since Duhem, that sixteenth century astronomy, and especially the Wittenberg interpretation of Copernicus, was instrumentalistic rather than realistic. We identify a previously unrecognized Wittenberg astronomer, Edo Hildericus (Hilderich von Varel), who presents a detailed exposition of Copernicus’s cosmology that is incompatible with instrumentalism. Quotations from other sixteenth century astronomers show that knowledge of the real configuration of the heavens was unattainable practically, rather than in principle. Astronomy was limited to quia demonstrations, although demonstration propter quid remained the ideal. We suggest that Oslander’s notorious preface to Copernicus expresses these sixteenth century commonplaces rather than twentieth century instrumentalism, and that neither ‘realism’, nor ‘instrumentalism’. in their modern meanings, apply to sixteenth century astronomy.
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Heidarzadeh, Tofigh. "Book Review: Ottoman Astronomy: Osmanli Astronomi Literatürü Tarihi (History of Astronomy Literature during the Ottoman Period)." Journal for the History of Astronomy 31, no. 1 (February 2000): 84–86. http://dx.doi.org/10.1177/002182860003100115.
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Cardona-Rodriguez, Giovanni, Jaime Duván Reyes- Roncancio, and Mauricio Giraldo. "Construcción de un diagrama de Hubble: Una herramienta para la Enseñanza de la Astronomía - Building a Hubble Diagram: A Tool for Teaching Astronomy." Revista Científica 1, no. 24 (June 14, 2016): 17. http://dx.doi.org/10.14483/udistrital.jour.rc.2016.24.a2.
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Se presenta una actividad que puede apoyar el trabajo de los docentes que dirigen clubes de Astronomía y quieren abordar el tema de evolución del Universo, ya que se reconstruye la ley de Hubble a partir de la construcción de un Diagrama de Hubble con datos tomados del Sloan Digital Sky Survey (SDSS) , del cual se obtiene el valor del parámetro de Hubble y se infiere la expansión del Universo. Esta actividad didáctica permite a los profesores orientar a sus estudiantes por el camino que siguió Hubble para determinar su ley, en este sentido se exponen algunas implicaciones de aplicación de la misma en el contexto de la formación de profesores de física y de los clubes de Astronomía. Construction of a Hubble Diagram: A tool for teaching astronomyThis article presents the construction and analysis of an activity that can support the work of teachers who run Astronomy clubs and want to address the issue of evolution of the Universe. Here Hubble's law is reconstructed by reproducing a Hubble diagram with Sloan Digital Sky Survey's (SDSS) data, from which the Hubble parameter value is obtained and the expansion of the Universe is inferred. This educational activity allows teachers to guide their students along the path followed by Hubble to determine his law. In this sense some implications of applying the latter are discussed in the context of teacher's training in Physics and Astronomy clubs.Construção de um diagrama de Hubble: Uma ferramenta para ensino de astronomíaSe apresenta uma actividade que pode apoiar o trabalho dos professores que dirigem clubes de Astronomia e querem abordar a questão da evolução do Universo, como a lei de Hubble é reconstruída a partir da reprodução de um diagrama de Hubble com os dados tomados do Sloan digital Sky Survey (SDSS), é achado o parâmetro de Hubble e inferida a expansão do universo. Esta actividade educativa permite aos professores orientar seus alunos ao longo do caminho seguido Hubble para determinar a lei. Neste sentido algumas implicações da aplicação da mesma no contexto da formação de professores de física e clubes astronomia.
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Iwaniszewska, Cecylia. "The Contribution of Amateur Astronomers to Astronomy Education." International Astronomical Union Colloquium 105 (1990): 328–32. http://dx.doi.org/10.1017/s0252921100087054.
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I would like to dedicate this paper to the memory of my husband, Henryk Iwaniszewski, an astronomer working in radio astronomy and electronics, who until his untimely death seven years ago had been very active as president of our local branch of the Polish Amateur Astronomers Association. He was especially keen about introducing astronomy to the general public.I want to speak here mainly, but not exclusively, about the IAU Colloquium No. 98, “Contribution of Amateur Astronomers to Astronomy,” which was held in 1988 in Paris. First of all, some definitions. Thomas Williams of the American Association of Variable Star Observers (AAVSO), from Houston, Texas, introduced at the conference several criteria for identification — first of astronomers, and then of professionals and amateurs. According to Williams:
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Rees, Lord. "On the Future, a Challenge for Engineers." Engineer 300, no. 7914 (February 2020): 18. http://dx.doi.org/10.12968/s0013-7758(23)90866-4.
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Fages, Volny. "«L’affaire Chacornac», ascension et stigmatisation d’un astronome d’Etat." Gesnerus 73, no. 2 (November 6, 2016): 273–93. http://dx.doi.org/10.1163/22977953-07302004.
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This article traces the unusual astronomical career of Jean Chacornac (1823–1873) during the French Second Empire. This clerk in a bazaar in Marseille became in just a few years astronomer at the Paris imperial observatory, and was then brutally expelled from this prestigious institution. The « Chacornac affair », largely forgotten, was an asymmetric struggle between a self-taught astronomer and the most famous professional French astronomer of the time, Urbain Le Verrier. Through the study of this case, we want to shed a light on people and practices kept on the margins of science by the process of professionalization of astronomy. Although he was excluded from the institution, Chacornac tried to continue to be an astronomer, independently, «from below». But the construction of a new social identity for State astronomy, in particular by Le Verrier, was inseparable from the attribution of indelible social stigma, which made Chacornac an «obligatory amateur».
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Menezes, Luana Paula Goulart de, Mariana Moran, Eduardo de Amorim Neves, and Michel Corci Batista. "A matemática aplicada à astronomia para o ensino básico: concepções de discentes e relato de experiência de uma oficina." Revista Brasileira de Educação em Ciências e Educação Matemática 5, no. 2 (August 31, 2021): 423–44. http://dx.doi.org/10.33238/rebecem.2021.v.5.n.2.26287.
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Resumo: Neste artigo relatamos uma experiência de realização de uma oficina para um grupo de 30 estudantes do Ensino Fundamental e Médio que participaram de um projeto de extensão da Universidade Estadual de Maringá (Paraná) denominado TIME – Teoria e Investigação em Matemática Elementar. Na oficina relacionamos matemática e astronomia com uma proposta de construção do instrumento Quadrante. Ademais, com a finalidade de entender as concepções dos discentes sobre geometria nãoeuclidiana e conhecimentos sobre astronomia, elaboramos um questionário respondido previamente. A investigação efetuada se baseou nos pressupostos da pesquisa qualitativa do tipo descritiva. As nossas observações mostram que o trabalho com a astronomia possibilitou aos estudantes desenvolverem noções sobre geometria não euclidiana e euclidiana para o entendimento do funcionamento do instrumento. Além disso, testificamos a fragilidade relacionada ao pouco conhecimento dos estudantes da Educação Básica no que diz respeito aos conceitos básicos de Astronomia.Palavras-chave: Geometria não Euclidiana; Astronomia de Posição; Instrumento Astronômico. Mathematics applied to astronomy in the framework of basic education: conceptions of discents and experience report of a workshopAbstract: In this article we report an experience of conducting a workshop aimed at a group of 30 elementary and high school students who participated in an extension project at the State University of Maringá (Paraná) called TIME – Teoria e Investigação em Matemática Elementar (Theory and Research in Elementary Mathematics). In the workshop we related mathematics and astronomy to a proposal to build the Quadrant instrument. Furthermore,in order to understand students’ conceptions about non-Euclidean geometry and knowledge about astronomy, we prepared a questionnaire previously answered. The investigation carried out is based on the assumptions of qualitative research of the descriptive type. Our observations show that working with astronomy enabled students to develop notions about non-Euclidean and Euclidean geometry to understand how the instrument works. In addition, we testify the fragility related to the lack of knowledge of Basic Education students regarding the basic concepts of Astronomy.Keywords: Non-Euclidean Geometry; Positional Astronomy; Astronomical Instrument.