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1
Pasachoff, Jay M. "ASTRONOMY EDUCATION RESEARCH." American Journal of Physics 73, no. 11 (November 2005): 997. http://dx.doi.org/10.1119/1.1947199.
2
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.
Анотація:
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.
3
Wang, Jingxiu. "Astronomy Research in China." Transactions of the International Astronomical Union 24, no. 3 (2001): 210–20. http://dx.doi.org/10.1017/s0251107x00000778.
Анотація:
AbstractDecades of efforts made by Chinese astronomers have established some basic facilities for astronomy observations, such as the 2.16-m optical telescope, the solar magnetic-field telescope, the 13.7-m millimeter-wave radio telescope etc. One mega-science project, the Large Sky Area Multi-Object Fiber Spectroscopic Telescope (LAMOST), intended for astronomical and astrophysical studies requiring wide fields and large samples, has been initiated and funded.To concentrate the efforts on mega-science projects, to operate and open the national astronomical facilities in a more effective way, and to foster the best astronomers and research groups, the National Astronomical Observatories (NAOs) has been coordinated and organizated. Four research centers, jointly sponsored by observatories of the Chinese Academy of Sciences and universities, have been established. Nine principal research fields have received enhanced support at NAOs. They are: large-scale structure of universe, formation and evolution of galaxies, high-energy and cataclysmic processes in astrophysics, star formation and evolution, solar magnetic activity and heliogeospace environment, astrogeodynamics, dynamics of celestial bodies in the solar system and artificial bodies, space-astronomy technology, and new astronomical techniques and methods.
4
Polojentsev, Dmitry D. "Astronomy Research in Bolivia." Transactions of the International Astronomical Union 24, no. 3 (2001): 230. http://dx.doi.org/10.1017/s0251107x00000808.
Анотація:
1. An astronomical expedition from Pulkovo observatory in Bolivia, near Tarija was organized in 1982. The first telscope was an astrograph (D=23 cm, F=230 cm, field = 5x5 degrees). Sucsessful observations on this instrument are still being made. In all 7 astronomical instuments were installed. Now they are the National Bolivian Observatory.
5
Rebull, L. M. "NITARP, the NASA/IPAC Teacher Archive Research Program." Physics Teacher 60, no. 4 (April 2022): 312–13. http://dx.doi.org/10.1119/10.0010004.
Анотація:
Have you ever wanted to get into astronomical data? I mean REALLY into astronomical data? The NASA/IPAC Teacher Archive Research Program (NITARP) gets teachers involved with real astronomy data and research. We partner small groups of (largely) high school educators with a professional astronomer mentor for an original research project. The educators incorporate the experience into their classrooms and share their experience with other teachers. The program runs for a full year, January through January. Applications are available annually: posted in May and closed in September.
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Bailey, Janelle M., and Doug Lombardi. "Blazing The Trail For Astronomy Education Research." Journal of Astronomy & Earth Sciences Education (JAESE) 2, no. 2 (November 30, 2015): 77. http://dx.doi.org/10.19030/jaese.v2i2.9512.
Анотація:
<p>Education research has long considered student learning of topics in astronomy and the space sciences, but astronomy education research as a sub-field of discipline-based education research is relatively new. Driven by a growing interest among higher education astronomy educators in improving the general education, introductory science survey course for non-science majoring undergraduates (“ASTRO 101”), contemporary astronomy education research is led by scholars with significant expertise in astronomy content. In this review, we outline the recent history of the growing field of discipline-based astronomy education research by analyzing graduate degrees earned, faculty involved, and major milestones, such as the appearance of archival, peer-reviewed professional journals. Astronomy education research as a field of discipline-based education research has made notable strides in the past few decades that distinguish it from the K-12 education research realm, and, in spite of some setbacks, continues to move forward as a growing and vibrant community of scholars.</p>
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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.
Анотація:
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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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.
Анотація:
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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Fucili, Leonarda. "Implementing the Astronomy Education Research." Highlights of Astronomy 13 (2005): 1032–36. http://dx.doi.org/10.1017/s1539299600018049.
Анотація:
I think there is nothing like the study of astronomy to capture the imaginations of our students, to make them understand phenomena, and to introduce them to the fundamental ideas and methods of science and mathematics. In my presentation, I will examine my research on effective teaching and learning of astronomy at the elementary school level, and how I have implemented my research in my work with students, teachers, and curriculum.
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Ratnatunga, Kavan U. "Astronomy Research via the Internet." Transactions of the International Astronomical Union 24, no. 3 (2001): 279–90. http://dx.doi.org/10.1017/s0251107x0000095x.
Анотація:
AbstractSmall developing countries may not have a dark site with good seeing for an astronomical observatory or be able to afford the financial commitment to set up and support such a facility. Much of astronomical research today is however done with remote observations, such as from telescopes in space, or obtained by service observing at large facilities on the ground. Cutting-edge astronomical research can now be done with low-cost computers, with a good Internet connection to get on-line access to astronomical observations, journals and most recent preprints. E-mail allows fast easy collaboration between research scientists around the world. An international program with some short-term collaborative visits, could mine data and publish results from available astronomical observations for a fraction of the investment and cost of running even a small local observatory. Students who have been trained in the use of computers and software by such a program would also be more employable in the current job market. The Internet can reach you wherever you like to be and give you direct access to whatever you need for astronomical research.
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Broadfoot, John M., and Ian S. Ginns. "Astronomy Education Research Down Under." Highlights of Astronomy 13 (2005): 1024–28. http://dx.doi.org/10.1017/s1539299600018025.
Анотація:
There are many problems associated with the teaching and learning of astronomy that require further investigation (Taylor k, Barker 2000). Students’ difficulties with visualization, mental modeling and conceptual restructuring have been reported by a number of researchers. Aspects of these important areas of research are examined in the paper. However, there has been limited focused research in the specific area of astronomy teaching (Taylor & Barker 2000; Treagust & Smith 1989). For example, the value of strategies that engage students in challenging their prior beliefs and intuitive ideas, thus enabling them to perceive patterns and grapple with frame of reference problems, and construct acceptable models of celestial phenomena, must be assessed. Such strategies might incorporate or re-enact historical discoveries (Noble 1999) thus engaging students in thinking about astronomical phenomena from an intuitive position.
12
Abidin, Zamri Zainal, Mhd Fairos Asillam, and Jun Yi Koay. "Expanding astronomy research in Malaysia." Nature Astronomy 4, no. 12 (October 14, 2020): 1115–17. http://dx.doi.org/10.1038/s41550-020-01230-x.
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Krasnorylov, I. I. "Struve's research in practical astronomy." Measurement Techniques 37, no. 3 (March 1994): 256–58. http://dx.doi.org/10.1007/bf02614261.
14
Onuora, Lesley. "Astronomy Teaching and Research in Nigeria." Highlights of Astronomy 11, no. 2 (1998): 883–84. http://dx.doi.org/10.1017/s1539299600019006.
Анотація:
Astronomy research and teaching has been actively carried out in the Department of Physics and Astronomy at the University of Nigeria, Nsukka for the past 20 years and before that, in the Department of Mathematics. Economic problems, lack of recent journals, text books and computing facilities, and very poor communications have made it increasingly difficult for these programmes to continue. Added to these problems there is often unrest in the Universities resulting in frequent closures and almost constant uncertainty about payment of the already poor salaries. It is a wonder that anyone could be even thinking of astronomy.
15
Sperberg, Ulrich. "Eduard Heis, an early pioneer in meteor research." History of Geo- and Space Sciences 12, no. 2 (September 23, 2021): 163–70. http://dx.doi.org/10.5194/hgss-12-163-2021.
Анотація:
Abstract. At the beginning of the 19th century, meteor observations were not well established. One of its pioneers, who observed meteors on a regular basis, was Eduard Heis in Münster, Germany. We summarise the life of this scientist. Besides his main task of teaching mathematics in Aachen and Münster, he observed atmospheric phenomena and variable stars with exceptional perseverance. He was an editor of Wochenschrift für Astronomie and contributed to the circulation of astronomical reports and knowledge. We focus on his contributions to meteor astronomy, in which he predated the work of Schiaparelli by 30 years.
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Sese, R. M. D., and M. B. N. (Thijs) Kouwenhoven. "Developing Astronomy Research and Education in the Philippines." Proceedings of the International Astronomical Union 10, H16 (August 2012): 568. http://dx.doi.org/10.1017/s1743921314012198.
Анотація:
AbstractIn the past few years, the Philippines has been gradually developing its research and educational capabilities in astronomy and astrophysics. In terms of astronomy development, it is still lagging behind several neighboring Southeast Asian countries such as Indonesia, Thailand and Malaysia, while it is advanced with respect to several others. One of the main issues hampering progress is the scarcity of trained professional Filipino astronomers, as well as long-term visions for astronomy development. Here, we will be presenting an overview of astronomy education and research in the country. We will discuss the history and current status of astronomy in the Philippines, including all levels of education, outreach and awareness activities, as well as potential areas for research and collaborations. We also discuss issues that need to be addressed to ensure sustainable astronomy development in the Philippines. Finally, we discuss several ongoing and future programs aimed at promoting astronomy research and education. In essence, the work is a precursor of a possible white paper which we envision to submit to the Department of Science and Technology (DOST) in the near future, with which we aim to further convince the authorities of the importance of astrophysics. With the support of the International Astronomical Union (IAU), this may eventually lead to the creation of a separate astronomy agency in the Philippines.
17
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.
Анотація:
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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Fraknoi, Andrew. "A Brief History Of Publishing Papers On Astronomy Education Research." Journal of Astronomy & Earth Sciences Education (JAESE) 1, no. 1 (January 19, 2015): 37. http://dx.doi.org/10.19030/jaese.v1i1.9105.
Анотація:
While some research had been done on K-12 and planetarium astronomy teaching from the 1930's to the 1980's, the growth of research on college physics education offered astronomy education researchers a model for examining techniques for teaching introductory college astronomy survey "Astronomy 101" courses as well. This early research was published in widely scattered journals and rarely reached the practitioners of astronomy education. The need to inform and unite the community of astronomy educators led to the birth of the journal "Astronomy Education Review," whose history and sudden death is analyzed. This paper provides a short history of publishing astronomy education research results and provides context for the advent of the new Journal of Astronomy & Earth Sciences Education (JAESE).
19
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.
Анотація:
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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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.
Анотація:
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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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.
Анотація:
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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Carias, M. C. Pineda De. "Education and Research in Astronomy in Central America." Highlights of Astronomy 11, no. 2 (1998): 885–87. http://dx.doi.org/10.1017/s1539299600019018.
Анотація:
Recently, important efforts have been made to organize and consolidate the Assembly of Central American Astronomers (AAAC), an organization created to contribute to the development of astronomy and astrophysics in Central America, with the help of international cooperation; the Central American Courses in Astronomy and Astrophysics, have been hosted each year by a different national university in Central America (1995: Universidad Nacional Autonoma de Honduras, 1996: Universidad de El Salvador, 1997: Universidad de San Carlos de Guatemala, and 1998: Universidad de Panama). These courses aimed to provide an exchange of knowledge and experience among university staff and students interested in continuing studies in Astronomy and Astrophysics. Regional Observational Campaigns have been organized to train young astronomers in the use of astronomical equipment and observational techniques. It seems that the broad development of astronomy and astrophysics in Central American as a whole, will be possible only when nuclei of astronomers in each of the countries concerned begin to develop many more activities, countries As part of the III Central American Course on Astronomy and Astrophysics (III-CURCAA, April 1997, Guatemala), in a forum about Education and Research in Astronomy in Central America, several important conclusions were stated. In this paper we present the six most relevant conclusions discussed there.
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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.
Анотація:
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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Bretones, Paulo S. "Astronomy Education Research: Impact and Future Directions." EPJ Web of Conferences 200 (2019): 01022. http://dx.doi.org/10.1051/epjconf/201920001022.
Анотація:
The goal of this talk is to reflect about the achievements and challenges in Astronomy Education Research (AER). First, the answers given to questions asked of members of the IAU Division C’s Commission 1 and Working Group on Theory and Methods in Astronomy Education are discussed. Next, the goals of astronomy teaching are discussed considering content, methods, levels, resources and purposes. Given the demands and complexity of education today and the role of astronomy in this context, the potential of education research is also evaluated, taking into account knowledge, practices, policies and the training of teachers. Finally, graduate studies are encouraged, new lines of research, and surveys to identify and advertise the dispersed AE literature seeking to raise the visibility of authors and institutions are suggested. Much of the work already performed remains unknown to astronomers, because they belong to a different area of theoretical and methodological framework, and because it occurs in specific different contexts of production, culture, curriculum, materials and application. Moreover, advertising AER in universities and schools to professors and teachers should consolidate this community and establish links between astronomers and educators in general, allowing future collaborations.
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Bailey, Janelle M., and Timothy F. Slater. "A Review of Astronomy Education Research." Astronomy Education Review 2, no. 2 (September 2003): 20–45. http://dx.doi.org/10.3847/aer2003015.
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Herwig, Falk, Robert Andrassy, Nic Annau, Ondrea Clarkson, Benoit Côté, Aaron D’Sa, Sam Jones, et al. "Cyberhubs: Virtual Research Environments for Astronomy." Astrophysical Journal Supplement Series 236, no. 1 (May 11, 2018): 2. http://dx.doi.org/10.3847/1538-4365/aab777.
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CUI, ChenZhou, Ce YU, Jian XIAO, BoLiang HE, ChangHua LI, DongWei FAN, ChuanJun WANG, et al. "Astronomy research in big-data era." Chinese Science Bulletin (Chinese Version) 60, no. 5-6 (2015): 445. http://dx.doi.org/10.1360/n972014-00839.
28
Metcalfe, Travis S. "Crowdfunding Astronomy Research With Google Sky." Journal of Astronomy & Earth Sciences Education (JAESE) 2, no. 2 (November 30, 2015): 109. http://dx.doi.org/10.19030/jaese.v2i2.9514.
Анотація:
<p>For nearly four years, NASA's Kepler space telescope searched for planets like Earth around more than 150,000 stars similar to the Sun. In 2008 with in-kind support from several technology companies, our non-profit organization established the Pale Blue Dot Project, an adopt-a-star program that supports scientific research on the stars observed by the Kepler mission. To help other astronomy educators conduct successful fundraising efforts, I describe how this innovative crowdfunding program successfully engaged the public over the past seven years to help support an international team in an era of economic austerity. </p>
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de Laine, Michael. "Denmark boosts space research and astronomy." Physics World 17, no. 12 (December 2004): 8. http://dx.doi.org/10.1088/2058-7058/17/12/14.
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SELTZER, RICHARD. "Panel picks priorities for astronomy research." Chemical & Engineering News 69, no. 12 (March 25, 1991): 6. http://dx.doi.org/10.1021/cen-v069n012.p006.
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Todua, M. "Astronomical Research and Outreach in Georgia." Communications of the Byurakan Astrophysical Observatory 2, no. 1 (2018): 115–23. http://dx.doi.org/10.52526/25792776-2018.2.1-115.
Анотація:
Interest in astronomy has been significantly increased in Georgia. As a result, the development of astronomical research, education and public outreach are in progress. In Abastumani Astrophysical Observatory - a research institution at Ilia State University - the observational and theoretical studies comprise a wide range of topics in astronomy and adjacent fields: solar system bodies, solar physics, stellar and extragalactic astronomy, theoretical astrophysics, cosmology, atmospheric and near space physics. Georgian scientists are involved in wide international collaboration and participate in a number of networks and projects. Astronomical education at bachelor, master and doctoral levels are held at Ilia University. PhD programs are also offered at other universities. In 2018, under the financial support of the World Bank and Georgian government, the renovation of Abastumani Observatory has been started. International conferences and workshops have been carried out in Georgia. Excursions at the Observatory and public lectures in astronomy throughout the country are carried out. Amateur astronomers organize astronomical events. A private observatory is under construction near Tbilisi. All these puts better perspective for future development of astronomy in Georgia.
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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.
Анотація:
<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>
33
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.
Анотація:
<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>
34
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.
Анотація:
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.
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De Barros, Magali Conceição. "As mulheres do Harvard College Observatory: Henrietta Swan Leavitt - a mulher que descobriu como medir a distância das galáxias." História da Ciência e Ensino: construindo interfaces 18 (October 5, 2018): 12. http://dx.doi.org/10.23925/2178-2911.2018v18i1p12-21.
Анотація:
ResumoNo final do século XIX e início do século XX, algumas mudanças ocorreram na área da astronomia, entre elas, o desenvolvimento técnico/tecnológico, o aparecimento de novos observatórios e juntamente com eles o aperfeiçoamento dos telescópios e a introdução da fotografia na astronomia, que possibilitou o registro das observações que antes eram feitas através de desenhos. Outra mudança que ocorreu foi a entrada de mulheres na astronomia, o registro fotográfico de observações astronômicas permitiu, que em um ambiente masculino, mulheres pudessem adentrar e fazer suas pesquisas, pois embora não lhes fosse permitido fazer observações noturnas elas poderiam utilizar as chapas fotográficas. Para exemplificar a importância do trabalho feminino nesta época, vamos mostrar a pesquisa e de Henrietta Swan Leavitt que descobriu a Relação Período-Luminosidade de Estrelas Variáveis.Palavras-chave: História da Ciência; Mulheres na Astronomia; Régua Cósmica; Henrietta Swan Leavitt; Relação Período-luminosidade.AbstractIn the late 19th and early 20th, some changes occurred in the area of astronomy, among them technical / technological development, the appearance of new observatories and together with them the improvement of telescopes and the introduction of photography in astronomy that made possible the registration from earlier observations made through drawings. Another change that occurred was the entry of women into astronomy, the photographic record of astronomical observations allowed that in a masculine environment women could enter and do their research, because although they were not allowed to make nocturnal observations they could use photographic plates. To exemplify the importance of female work at this time, let's show the research and from Henrietta Swan Leavitt who discovered the Period-Luminosity Relationship of Variable Stars.Keywords: History of Science; Women in Astronomy; Cosmic Ruler; Henrietta Swan Leavitt; Period-luminosity relationship.
36
Storey, John W. V., Lyu Abe, Michael Andersen, Philip Anderson, Michael Burton, Xiangqun Cui, Takashi Ichikawa, et al. "The SCAR Astronomy & Astrophysics from Antarctica Scientific Research Programme." Proceedings of the International Astronomical Union 8, S288 (August 2012): 275–95. http://dx.doi.org/10.1017/s1743921312017000.
Анотація:
AbstractSCAR, the Scientific Committee on Antarctic Research, is, like the IAU, a committee of ICSU, the International Council for Science. For over 30 years, SCAR has provided scientific advice to the Antarctic Treaty System and made numerous recommendations on a variety of matters. In 2010, Astronomy and Astrophysics from Antarctica was recognized as one of SCAR's five Scientific Research Programs. Broadly stated, the objectives of Astronomy & Astrophysics from Antarctica are to coordinate astronomical activities in Antarctica in a way that ensures the best possible outcomes from international investment in Antarctic astronomy, and maximizes the opportunities for productive interaction with other disciplines. There are four Working Groups, dealing with site testing, Arctic astronomy, science goals, and major new facilities. Membership of the Working Groups is open to any professional working in astronomy or a related field.
37
Sadat, R. "Astronomy in Algeria." Highlights of Astronomy 10 (1995): 668–69. http://dx.doi.org/10.1017/s1539299600012508.
Анотація:
Astronomy in Algeria is linked to the Algiers Observatory which is the only place where there is any astronomical activity. The Observatory was built in 1889 and was an important contributor to the famous Carte du del project. After independence, because there were so few Algerian astronomers and the site had deteriorated, the activity of the Observatory slowed down significantly.In 1980, the year of the violent El-Ansam earthquake, a decision was taken, on the initiative of the present director (M. Benhallou, Professor of Seismology) to create an Algerian earthquake-surveillance network. This led to the creation of the research centre CRAAG (Centre de Recherche en Astronomie, Astrophysique et Geophysique) in which I’Observatoire d’Alger and the Institut de Physique du Globe have been merged. Thus, the Algiers Observatory has become more and more devoted to geophysical research. Towards the end of the 1980s, a group of Algerian astronomers, educated in foreign universities, joined CRAAG. The most recent recruit came in 1991. Today, the Department of Astronomy and Astrophysics contains ten members—nearly half the total number of Algerian astronomers.
38
Pović, Mirjana. "Development of astronomy research and education in Africa and Ethiopia." Proceedings of the International Astronomical Union 15, S367 (December 2019): 24–27. http://dx.doi.org/10.1017/s1743921321001009.
Анотація:
AbstractAfrica has amazing potential due to natural (such as dark sky) and human resources for scientific research in astronomy and space science. At the same time, the continent is still facing many difficulties, and its countries are now recognising the importance of astronomy, space science and satellite technologies for improving some of their principal socio-economic challenges. The development of astronomy in Africa (including Ethiopia) has grown significantly over the past few years, and never before it was more possible to use astronomy for education, outreach, and development as it is now. However, much still remains to be done. This paper will summarise the recent developments in astronomy research and education in Africa and Ethiopia and will focus on how working together on the development of science and education can we fight poverty in the long term and increase our possibilities of attaining the United Nations Sustainable Development Goals in future for benefit of all.
39
Zeilik, Michael, Walter Bisard, and Carl Lee. "Research-Based Reformed Astronomy: Will It Travel?" Astronomy Education Review 1, no. 1 (October 2001): 33–46. http://dx.doi.org/10.3847/aer2001003.
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unattributed. "Astronomy Education Research Charter and Symposium Report." Astronomy Education Review 6, no. 2 (August 2007): 130–32. http://dx.doi.org/10.3847/aer2007027.
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Podorozhnyi, D. M., and A. N. Turundaevskii. "Neutron astronomy: A possible new research direction." Moscow University Physics Bulletin 66, no. 6 (December 2011): 631–33. http://dx.doi.org/10.3103/s0027134911060178.
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Clery, D. "RESEARCH FUNDING: U.K. Cutbacks Rattle Physics, Astronomy." Science 318, no. 5858 (December 21, 2007): 1851. http://dx.doi.org/10.1126/science.318.5858.1851.
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Zeilik, Michael. "Quo Vadis astronomy (and physics!) education research?" Physics Teacher 38, no. 9 (December 2000): 563–64. http://dx.doi.org/10.1119/1.1341952.
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Bretones, Paulo S. "Overview of the Astronomy Education Research landscape." Proceedings of the International Astronomical Union 14, A30 (August 2018): 570–71. http://dx.doi.org/10.1017/s1743921319005441.
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Percy, John R. "Astronomy Research Projects for High School Students." Highlights of Astronomy 10 (1995): 166–67. http://dx.doi.org/10.1017/s1539299600010819.
46
Pant, P. "Research facilities for solar astronomy at ARIES." Journal of Astrophysics and Astronomy 27, no. 2-3 (June 2006): 293–97. http://dx.doi.org/10.1007/bf02702532.
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Bailey, Janelle M., and Timothy F. Slater. "Resource Letter AER-1: Astronomy education research." American Journal of Physics 73, no. 8 (August 2005): 677–85. http://dx.doi.org/10.1119/1.1949630.
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Abidin, Zamri Zainal, Mhd Fairos Asillam, and Jun Yi Koay. "Author Correction: Expanding astronomy research in Malaysia." Nature Astronomy 4, no. 12 (October 21, 2020): 1203. http://dx.doi.org/10.1038/s41550-020-01256-1.
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Borne, Kirk D. "Astroinformatics: data-oriented astronomy research and education." Earth Science Informatics 3, no. 1-2 (May 12, 2010): 5–17. http://dx.doi.org/10.1007/s12145-010-0055-2.
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Albayrak, Hamza, Paşa Yalçın, and Sema Altun Yalçın. "To determine how the effect of station technique on students’ achievement in astronomy subjectsAstronomi konularında istasyon tekniğinin öğrencilerin akademik başarısına nasıl etki ettiğini belirlemek." Journal of Human Sciences 14, no. 4 (December 27, 2017): 4561. http://dx.doi.org/10.14687/jhs.v14i4.5005.
Анотація:
In this research, it was aimed to determine the effect of learning stations designed for astronomy subjects on the academic achievement of students and give an alternative method for teaching astronomy in the literature. The mixed approach in which mixed quantitative and qualitative methods were used together was preferred in the study. Among the quantitative methods, the pre-test and post-test model of the semi-experimental method was used; in addition, the protocols were applied about the method, which was used. The research was carried out with 98 seventh class students, who were under education in a secondary school located in the Eastern Anatolia Region of Turkey in the education year of 2015-2016. The quantitative data were analysed via the Astronomy Achievement Test (AAT) developed by the researchers and had 0,795 Cronbach Alpha reliability coefficient. The astronomy subjects in science lesson of the seventh class were studied with the experimental group through the learning stations; on the other hand, they were studied with the students in the control group through the activities stated in the textbook prepared by the Ministry of Education. The AAT was applied for the experimental, control groups using the pre- and post-tests, and data were analysed with the t-test. Meaningful difference was determined in AAT pre-test average scores of experimental and control groups; on the other hand, a meaningful difference was determined between the groups according to the independent samples t-test results applied with the average scores of the post-test(p<0.05). As a result of the analysis of the data gathered with the Station Observation Form (SOF), developed for the research, it was found out that the students recognise the learning stations as a technique of useful, entertaining, engaging, and easy-to-learn that enable them to learn astronomy topics effectively.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada, astronomi konuları için tasarlanan öğrenme istasyonlarının öğrencilerin akademik başarılarına etkisini belirlemek ve literatüre astronomi öğretimi için alternatif bir yöntem sunmak amaçlanmıştır. Araştırmada karma nicel ve nitel yöntemlerin birlikte kullanıldığı karma yaklaşım tercih edilmiştir. Nicel yöntemlerden yarı deneysel yöntemin ön test- son test modeli kullanılmış olup ayrıca uygulanan yöntem hakkında öğrenci görüşmeleri yapılmıştır. Araştırma 2015- 2016 eğitim öğretim döneminde Doğu Anadolu Bölgesinde yer alan bir ortaokulda öğretim gören 98 yedinci sınıf öğrenci ile yürütülmüştür. Nicel veriler için araştırmacılar tarafından geliştirilen ve cronbac’h alpha güvenlik katsayısı 0.795 olan Astronomi Başarı Testi (ABT) kullanılmıştır. Yedinci sınıf fen bilimleri dersi içerisindeki astronomi konuları deney grubu ile öğrenme istasyonları yardımıyla, kontrol grubundaki öğrencilerle MEB’in ön gördüğü ders kitabında yer alan etkinlikler takip edilerek işlenmiştir. ABT deney ve kontrol gruplarına ön test- son test olarak uygulanarak t testi ile analiz edilmiştir. Araştırmada deney ve kontrol gruplarının ABT ön test ortalama puanları arasında anlamlı bir farklılık belirlenmişken, son test puan ortalamaları ile yapılan bağımsız örnekler t testi sonuçlarına göre gruplar arasında anlamlı bir farklılık belirlenmiştir (p<0.05). Araştırma için geliştirilen İstasyon Gözlem Formu (İGF) ile elde edilen verilerinin analizi sonucunda öğrenciler öğrenme istasyonlarını, astronomi konuları için etkili öğrenmeyi sağlayan, faydalı, eğlenceli, ilgi çekici ve kolay öğrenmeyi destekleyen bir teknik olarak gördükleri bulunmuştur.