Shaw-IAU Workshops by the OAE

This session will focus on the many innovative ways astronomy is being taught, with practical tips on how to implement them.

Schedule

• AstronoMine - Learning Astronomy through Minecraft

  
  

  AstronoMine is an Erasmus+ KA220 project aimed at students aged 10-14, and their teachers. The main objectives are the promotion of astronomy in schools through game-based learning, and to enhance the quality of education in the fields of STEAM by further enabling teachers' digital skills. The project delivered 2 concrete results: a comprehensive Teachers' Manual to introduce astronomy topics in classrooms, and a set of 3 AstronoMine Worlds in Minecraft (Ancient Observatory, Tidal Power Plant, and Stars) to introduce these topics to students in game-based scenarios. In this presentation we will showcase the main achievements of the project, and their impact on astronomy education.

  

  Gustavo Rojas (University of Lisbon)

  For more information about this talk click here

Posters

• "We are all residents of the Milky way"

  Nir Dubrovsky

  Using a unique online platform with multilingual space lectures and space oriented PBL missions as a tool to bridge between alien sectors, a case test that I managed in Israel between Jewish and Arab students.

• Advancing Astronomy Education through Dark Sky Initiative on Design Thinking and Social Innovation

  Exodus Chun-Long Sit (Chair of IAU-NAEC & Co-NOC Hong Kong, Starrix, Hong Kong)

  Despite light pollution poses significant challenges to observational astronomy, nocturnal animals, and energy consumption, it has rarely been discussed in formal education. This raises the question of how we can integrate dark sky education into science learning. This presentation highlights an interdisciplinary project "ASTROx", with student-led social innovation team, "The Starlight Squad," which focuses on dark-sky advocacy and science communication. By addressing real-life issues in the community, the project aims to raise awareness about urban light pollution. Students explored interdisciplinary methods and experiential activities, including outdoor classrooms, design thinking lessons, and hands-on experiences, to effectively communicate the importance of preserving our night skies.

• Assessing Student Writing Assignments with Large Language Models

  Matthew Wenger (The University of Arizona)

  Writing assignments are useful for promoting and assessing student learning. It is difficult to implement student writing in large classes, and nearly impossible to provide iterative feedback. For large online classes, such as Massive Open Online Classes (MOOCs), the only solution has been to use peer graders. Unfortunately peer grading can be unreliable and peer graders do not always leave useful feedback. We used Large Language Models (LLMs) to test whether LLM's can accurately grade student writing assignments and provide feedback. Our results show that LLMs can provide accurate feedback similar to instructors. We also found that the grades assigned by LLMs were consistent with instructor scores, and more accurate than peer graders.

• ASTRONOMICAL PERIPATETISM AND FLIPPED CLASSROOM: THE NEW HORIZON IN ASTRONOMY EDUCATION

  José Antonio D'Santiago García (Universidad Nacional Experimental Rafael María Baralt)

  In a hybrid world, we combine Astronomical Peripatetism and the Flipped Classroom to teach astronomy. Students acquire theoretical knowledge at home through videos and digital resources. During face-to-face sessions, we use the night sky as a blackboard to reinforce and apply this knowledge through live observations and interactive discussions. This approach promotes active and participatory learning, extending education beyond the physical classroom and fostering a personal connection with the universe. Our project integrates innovative pedagogical strategies and technological tools to make astronomy accessible and meaningful for a diverse audience.

• Bridging gaps in Ghana's astronomy education for exceptional learners through innovative TTP

  Forson Albert Kuntu (University of Mauritius / PRAGSAC)

  Teaching astronomy to exceptional learners, especially those with disabilities or socioeconomic challenges, is challenging globally. In Ghana, there's a significant lack of organized astronomy education for these students, particularly in schools for the blind and deaf, due to the absence of accessible learning materials. To address this, the Teacher Training Program (TTP) was introduced, providing workshops for grade 7-9 science teachers. The program equips them with hands-on activities and innovative methodologies, leading to a significant increase in their skills. Feedback shows 83.3% of participants improved their astronomy knowledge, marking TTP as crucial for equity and inclusivity in Ghana's astronomy education.

• Bridging Scientific Expertise to Underserved Communities: Initiating & Sustaining STEM Outreach

  Tania Anderson (Space Telescope Science Institute)

  This session will feature effective outreach strategies used to recruit, engage, and sustain student involvement from underserved communities in out-of-school informal science outreach programs. Resources to build such programs from the ground will be discussed. Join us to learn more about how you can initiate and sustain a STEM based program in your local community.

• Building Visualisations of Ojbects in Space from Ground Based Observations and Using Technology

  Noorali Jiwaji (Marian University College and Open University of Tanzania)

  The progress of science has relied on keen observers to notice changes that follow a some pattern that humans are tuned to want to explain. Observations of events in the sky form the basis of Astronomical knowledge. Hence building the correct mental pictures of how things happen out in space has been essential for progressing our understanding of our vast Universe. We describe the challenges faced by students to understand observations from the ground and how technology can assist in filling up observational gaps so as to build a complete picture these observations and explaining these by building a visual mental picture of how this happens in space. We use examples of daytime observations of the Sun and nighttime observations of planets to show the usefulness of this approach

• Engaging the Public with Astronomy through Interactive Museum Experiences

  Chen Ruoying

  Shanghai Astronomy Museum, the world’s largest astronomy museum, offers a wide view of astronomical fields. However, complex topics like cosmology are hard to grasp through exhibitions alone. To address this, the “Star Navigation” program was launched as China’s first regular educational live-streaming event focused on museum exhibits. This monthly program, held within the museum, integrates exhibitions with current topics and features “star” scientists for thematic explanations. It has held 28 sessions, attracting 2.27 million views and 3,500 offline participants through live-streams. The program transforms exhibits into an engaging “online classroom,” enhancing public understanding of astronomy and has achieved tremendous success.

• Enhancing Student Impact Through Innovative Astronomy Teaching Methodologies

  Adriana Victoria Araujo Salcedo (Centro de Estudios en Astrofísica, Gimnasio Campestre)

  Astronomy builds bridges between mathematics, physics, statistics, and nowadays data analysis. Astronomy allows us to create awareness of our environment, especially the physical-chemical reasons that allow life on Earth. Teaching astronomy as part of the vertical axis of the curriculum has been implemented since a few years ago at the GC school in Bogotá. Through the center of studies in Astrophysics and the Astronomical Observatory of the school, a subject called "Explora" has been developed, facing astronomy's basic concepts, history, and even exploration of topics in astrobiology, exoplanets, and planetary sciences. This talk will summarize the activities, the corresponding data on published articles in the area, and the number of students impacted by this methodology at the school.

• Facilitating Celestial Navigations through Artistic Visualisation of Constellations using Artsterism

  Nurul Syahirah Binti Nazarudin (International Association of Astronomical Artists (IAAA), Infant Jesus Convent Primary School)

  For centuries, humanity has used creativity to visualize constellations, making art essential in celestial navigation. The Artsterism Kit facilitates learning by helping students recognize "asterisms" through artistic visualization. This kit includes a star map base, seasonal star map, brass fastener, and compass, which students draw on, label, and assemble before guided observation. Research with Year 6 pupils from Infant Jesus Convent Primary School showed they enjoyed and engaged in learning about constellations. Pre-test and post-test results indicated significant improvement in celestial navigation knowledge. The Artsterism Kit, a STEAM-integrated tool, enhances interest in astronomy and science through creativity, demonstrating the value of a multidisciplinary teaching approach.

• From Real-Life Astronomy Research Questions to Olympiad Problems

  Catalina-Ana Miritescu (IFAE, Barcelona)

  Data analysis tasks are part of the Astronomy Olympiad in Romania. I created three problems based on real-life research projects. One problem presents noise sources characterization in gravitational wave detectors while it also assesses students’ ability to comfortably use a logarithmic scale and to perform a linear fit. One exercise uses real spectra of galaxies in the COSMOS field for Doppler shift and spectral line calculations. Data from the citizen science website Zooniverse.org is used in the third problem, presenting this novel way of research while testing pupils’ knowledge about error propagation and exoplanets. Although the short-term goal is to select the best competitors, the long-term aim is to teach all participants about current topics and methodologies in Astronomy research

• From the Deep of Ages to the Universe with the AYAS Course

  Avetik Grigoryan (Co-founder & President of AYAS Aerospace Society, Co-founder & CEO of Bazoomq Space Research Lab)

  The talk will present the AYAS course developed and conducted by the author for 35 years for secondary and high school students of Armenia covering four main domains: aeronautics, aviation, astronomy, and astronautics. It will highlight the know-how of that course – 7 methodological principles that make it extremely efficient. The results of conducting the course will also be described, including its graduates' achievements and their activities in scientific and technological domains up to the launch of Armenia’s first domestic satellite "Hayasat" in 2023.

• Further Adventures with GWAM (Gee Whizz Astronomy Modelling)

  Fraser Lewis (Faulkes Telescope Project, GWAM)

  I’ll provide an update on a successful year for Gee-Whiz Astronomy Modelling (GWAM), an online astronomy ‘club’ giving our students, teachers and educators opportunities in astronomical research. GWAM was founded during the pandemic by Carl Pennypacker (UC Berkeley, GHOU) and Elizabeth Villanueva (University of Chile) developing open-ended astronomy projects for students. Our team live in Chile, Pakistan, the United States, Colombia and Wales and meet online for an hour each week at a time suitable to all (typically Fridays ~ 18 – 20 UT). Students collect and analyse astronomical images and datasets (such as Gaia DR3), use astronomical software and Python and also use observing time from Las Cumbres Observatory. Students study topics such as transiting exoplanets, eclipsing binaries, open clusters and blazars. Find out more at our website, https://sites.google.com/view/gwamcl

• Journey Alongside the Centerline

  Deborah Skapik (Friends' Central School/St. Joe's University)

  This presentation will focus on teacher training in advance of the Great American Eclipse on April 8, 2024. I document my cross-country journey to prepare underserved communities along the eclipse path and how I followed up with them as they reflected on their incredible eclipse experiences. In fall 2022, I self-published an educator’s guide to solar eclipses. In summer 2023 I distributed Look UP, Below! free to educators in Title 1 schools (large concentrations of low-income students) alongside the centerline of the eclipse, providing science educators in these schools with a free resource and workshops encouraging them to get their students outside viewing the eclipse safely. I will share advice to those planning similar teacher training along eclipse paths in other countries.

• Multisensory planetarium. The Universe as you never sensed it

  Federico Di Giacomo (INAF - Istituto Nazionale di Astrofisica)

  What if anyone could observe the night sky regardless of their physical abilities? This project means to offer a common perceptual and cognitive framework to all users, sighted, deaf and blind or visually impaired (BVI) alike. The planetarium consists of a plexiglass hemisphere on which stars up to the fourth magnitude are represented by metal bars that, when touched, activate visual, tactile and acoustic stimuli. The acoustic stimuli (used to represent magnitude) are intended to introduce a perceptive equivalent for BVI users, while the haptic ones introduce quantitative features (distance and magnitude) that can only be known through instrumental observations. The multisensory planetarium opens new perspectives for inclusive education, offering everyone the opportunity to explore the sky

• Planetary Atmospheres: Astrometeorology Concepts in Non-formal Settings

  Silva Varine Kennia Karina

  Astronomy and meteorology are valuable interdisciplinary tools for enriching science education in informal settings, such as the Unesp Didactic Astronomy Observatory. Comparing the Earth's atmosphere with those of other planets in the solar system helps to understand complex concepts like planetary morphology and atmospheric dynamics, making them more accessible and engaging for diverse audiences starting from high school. Didactic lectures, images, animations, and astronomical observations are effective resources for illustrating these topics clearly and attractively. The use of data from scientific literature and connections with historical events also enhance learning. Astrometeorology can be a powerful tool in this context, promoting both theoretical and practical understanding.

• Problems from recent research

  Jasjeet Bagla (IISER Mohali)

  Courses on astronomy and astrophysics introduce a large number of concepts to students. These concepts sometimes seem very disparate and unconnected. I have been experimenting with making problems from recent research papers by breaking these into small modules to illustrate how different aspects come together in practice. This also brings undergraduate students in direct contact with ongoing research. I will illustrate this point by showing a few examples from courses taught in last few years.

• Satellite Radio Reception Experiment Using SDR as a Teaching Material for High School Physics

  Hideki Uchiyama (Shizuoka University)

  Some artificial satellites transmit radio waves that can be received using amateur radio equipment. Satellite radio reception experiments allow students to observe satellite movements and study high school-level physical phenomena. Kobayashi et al. (2020) showed that these experiments effectively motivate Japanese high school students to learn science. We propose using Software-Defined Radio (SDR) instead of analog receivers for the experiments. SDR enables direct visualization of frequency changes, allowing for the quantitative measurement of satellite velocity using the Doppler effect formula. It offers valuable material for studying Kepler's motion and the Doppler effect in high school physics. We conducted classes with SDR-based experiments and will report our findings.

• Sustainable Methods for Teaching Astronomy: Educational Camera Obscura in Non-Formal Spaces

  Mayana Vitória Oliveira e Sousa

  This work adapts the construction of an educational camera obscura using recyclable, low-cost materials for a non-formal educational setting, such as the Observatório Didático de Astronomia at UNESP. This approach offers a practical way to demonstrate and complement optical concepts in astronomy education. The camera obscura allows students and visitors to understand the basic principle of the optical telescope and its relation to the functioning of the human eye. By observing image formation and principles like light refraction, interactive and deep learning can be promoted. This practical and accessible approach facilitates the observation of astronomical phenomena and stimulates discussions about optics and the history of scientific instruments.

• Telegram to a planet: yours students communicate with aliens

  Xusa Moya-Lucas (OAUV Astronomical Observatory University Valencia))

  If you could communicate with aliens, what would you tell them? It is not a easy matter; is precisely what we want our students to do. “Telegram to a planet” is an educational contest from the cooperation between (OAUV, IEEC, CESAR, CAB, TV3) Is an interdisciplinary learning environment that, well equipped with a teaching toolbox provided by the OAUV, has rescued the topic of extraterrestrial life from the paranormal and brought it to the classroom desks as a scientific subject. More than one hundred schools enrolled in the contest during its first edition and the winner message was sent to Teegarden-b. The radio transmission was carried out by an ESA-INTA The feedback is that it is now a “must do” academic activity to start the course. Henceforth, it will be back every course

• The knowledge that emerges from shadows

  Alvaro Folhas (University of Coimbra; NUCLIO; CITEUC)

  Interdisciplinary learning is crucial for the 21st century, promoting the construction of a meaningful and holistic view of the Universe. Astronomy, in addition to the interest it arouses, offers a unique platform to integrate Physics, Chemistry, Mathematics, Biology, Geography, ICT and Arts. By exploring the Cosmos, students develop a scientific and aesthetic understanding of the organization and mechanics of the Universe, but also gain awareness of the fragility of our existence on Earth. To operationalize this, I conducted a teacher training, focused on astronomy and shadow analysis and measurement activities for students. This experience reinforced Physics, Mathematics, Geography and Biology concepts, demonstrating how astronomy enables interdisciplinary learning in schools

• Using Real Scientific Data in the Classroom to Teach Astronomy

  Mohammed Akram Zermane (Laboratoire de Physique Theorique, Faculté des Sciences Exactes Université de Bejaia, 06000 Bejaia, Algérie Research Unit in Scientific Mediation, CERIST, Constantine 25016, Algeria)

  This poster presents the integration of real scientific data into astronomy education, offering students a hands-on approach to learning. By accessing data from sources like NASA's Exoplanet Archive and ESA's Gaia mission, students can explore projects such as analyzing light curves or mapping constellations. Practical tips for classroom implementation and using tools like Python and Stellarium are provided. The poster also covers adapting activities for various education levels and diverse audiences, enhancing students' critical thinking, data literacy, and understanding of astronomical concepts. This approach bridges theory and practice, fostering deeper engagement with astronomy.

• Young Scientific Explainers - A Museum perspective on designing astronomy educational program

  Wu Xiaoxi (Shanghai Astronomy Museum)

  Intending to shape well-rounded individuals through astronomy education, the annually hosted program “Young Scientific Explainers” at the Shanghai Astronomy Museum offers a distinctive scientific exploration experience. Students transform from learners into researchers by utilizing the resources and tools provided and progressive guidance from astronomers. They sharpen their presentation and communication skills with the help of museum educators. The program culminates in a student-curated exhibition, in which they manifest their findings creatively through posters, models, and direct communications with the public. With varying astronomical themes each year, the program has evolved and enhanced over the past three years, becoming an integral part of the summer offerings at the museum.