Shaw-IAU Workshops by the OAE

Half a decade ago, my astronomy journey began as a NASO mentee. The scarce chances I once faced now drive me to embed astronomy in daily teaching. This paper shows how limits spark innovation, outlining classroom tactics that turn NASO tools—sundials, planispheres, telescopes—into bridges among astronomy, physics, maths and wider STEAM outreach. Students map shadows, model orbits and gather data to tackle quantitative tasks. Evidence of stronger engagement and understanding proves that simple, low-cost, student-led actions can close learning gaps and ignite deeper curiosity. By converting personal constraints into creative energy, teachers can build dynamic, inclusive lessons that widen each learner’s sense of possibility.

Biography:

Reja Thapa is a science educator at Saraswati Niketan Secondary School in Nepal, with a focus on astronomy education. She began her journey as a NASO mentee and later pursued her passion through school-based outreach and integration. She actively explores hands-on methods to foster engagement. Her current work centers on developing inclusive, curiosity-driven learning environments that make astronomy accessible and meaningful at the school level.