John Percy
Division of Sciences
University of Toronto
Mississauga, Ontario, Canada percy@astro.utoronto.ca
Planetarian, September 1995
Planetarians are part of a worldwide network of astronomy educators-"kindred
spirits" in the communication of astronomy. This network includes planetarians
in other countries, and also educators and astronomers (both professional
and amateur) working in other settings but sharing the same goals. This
article is written from my perspective as president of the International
Astronomical Union (IAU) Commission on the Teaching of Astronomy.
Introduction
Astronomers are concerned about astronomy education because it affects the
recruitment and training of future astronomers. It also affects the awareness,
understanding and appreciation of astronomy by the taxpayers who support
us. Astronomy has a wider educational and cultural significance, however,
and most professional astronomers understand and support this. Astronomy
is deeply rooted in almost every culture by virtue of its practical applications
and its philosophical implications. It shows us a universe which is vast,
varied and beautiful; it shows our place in time and space, and gives us
a "cosmic perspective." It harnesses curiosity, imagination, and
a sense of shared exploration and intellectual excitement. It shows "how
small our bodies, how large our minds" (Henri Poincaré). It
helps to advance physics and the other sciences by providing a cosmic laboratory
with extreme environments (black holes!). In its own right, it is one of
the most rapidly- moving sciences of our day. For all of these reasons,
astronomy has the potential to increase public interest in science, and
to attract young people to study science and engineering. It provides an
enjoyable hobby for millions of people.
Why, then, is astronomy so often the "poor cousin" in the school
science curriculum? The same problems and issues seem to occur all over
the world: (i) few teachers, especially at the elementary level, have any
training in astronomy; (ii) teachers think that astronomy must be technical
and mathematical, and requires elaborate teaching equipment; (iii) simple,
inexpensive, "hands-on" activities are needed-preferably ones
which get around the problem that "the stars come out at night, the
students don't; (iv) inappropriate teaching techniques fail to overcome
students' ingrained misconceptions about physical and astronomical phenomena;
(v) many students (especially girls) are turned off science at an early
age; (vi) scientific illiteracy is widespread among students and the public.
Current Developments in the US
In the US, much is being done to tackle these problems, thanks to the education
budget of the National Science Foundation-over half a billion dollars annually.
The "flagship" astronomy education project was STAR: Science Teaching
through its Astronomical Roots, based at the Harvard-Smithsonian Center
for Astrophysics (CfA). After careful research on students' learning processes
and misconceptions, STAR developed a jargon-free curriculum and simple,
hands-on activities and equipment. These were tested and refined by expert
teachers, then disseminated to teacher-agents across the country in a series
of workshops. Similar curriculum projects, based on the same model, are
being developed for students from kindergarten to college level, at CfA
and elsewhere. In addition, there are projects to: (i) link teachers and
students with professional and amateur astronomers; (ii) provide astronomical
images and data, along with necessary software for classroom activities
and research; (iii) develop other modern lab activities and research opportunities
for high school and college; (iv) provide telescopes, instruments, and faculty
grants to facilitate undergraduate research; (v) upgrade instructors' skills
at all levels, especially through summer workshops; (vi) produce resource
materials and disseminate them widely.
The results of these efforts will soon be available to astronomy educators
around the world. In order to facilitate this process, to co-ordinate the
next phase of development of astronomy education, and to ensure that present
efforts meet the needs of all students, the Astronomical Society of the
Pacific is holding a major symposium on astronomy education on June 24-25,
1995 at the University of Maryland. The proceedings of this conference should
be the definitive guide to astronomy education in the US.
Astronomy Beyond the US
In contrast with the US system of education, the "European" system
(which has been adopted in many other countries) tends to be built around
a national curriculum, often with standardized exams which select students
for elite high schools and/or university. The other students receive appropriate
vocational education. In this system, astronomy is often taught as a rigorous
science in high school, by teachers who took at least one astronomy course
in their undergraduate or teacher training program. Astronomy is almost
never taught in university as a "science option" for non-science
students, as it is to hundreds of thousands of US college students each
year. Nevertheless, European astronomy educators are concerned about getting
more and better astronomy in their schools and universities, and this led
in 1994 to a major conference in Munich, and to the formation of the European
Association of Astronomy Educators.
Education Programs of the IAU
The IAU, the world organization of professional astronomers, is a non-governmental
union founded in 1922 to "promote and safeguard astronomy, and to develop
it through international co-operation." The IAU currently has 60 member
countries (up from 51 in 1988 due to political reorganization in Europe)
and 7839 individual members (up from 6711 in 1988, presumably due to a real
growth in astronomy over the last decade or two). The IAU is administratively
"lean;" most of its funds go to the development of astronomy.
It is funded by its member countries, according to the number of individual
members in the country, and its ability to pay. There is no individual membership
fee, but there are qualifications: normally a Ph.D. in astronomy, and a
few years of experience as a professional astronomer. Since very few planetarians
qualify for IAU membership, is there any reason or possibility for liaison
between the IAU and the IPS? I think so.
The IAU's education programs are carried out through the one of its 40 "commissions"
or interest groups which is devoted to education: Commission 46, on the
Teaching of Astronomy (CTA). CTA exists "to further the development
and improvement of astronomical education at all levels, throughout the
world." Among its 150 members are national representatives from each
country; Jay Pasachoff (Williams College) is the US representative. Its
Executive Committee is a "task group" of individuals concerned
with specific programs or projects, or specific areas of the world. Years
ago, the IPS had a representative on that committee; I propose that we restore
that arrangement.
The CTA's programs include a Newsletter, with triennial national reports;
meetings associated with IAU General Assemblies and Regional Meetings, including
a one-day workshop for local teachers at each General Assembly; IAU Colloquium
#105 (The Teaching of Astronomy," held in Williamstown USA in 1988,
the Visiting Lecturers' Program, which sends experienced astronomer-educators
into "target" countries (most recently, Paraguay and Peru) for
up to several months to give courses and develop collaborations; the International
Schools for Young Astronomers (co-sponsored by UNESCO)-intensive three-week
schools held every year or two for advanced students and young astronomers
and teachers in different parts of the developing world (currently India
(1994), Egypt (1994) and Brazil (1995)); the Traveling Telescope, a Celestron-8
telescope and research-grade instruments to be used in countries (currently
Paraguay) where astronomical research is in a developing stage. The national
representatives play an important role in coordinating astronomy education
in their countries, and in providing a two-way communication channel with
the IAU.
Note that most (but not all) of these activities are designed for developing
countries. The IAU also has a Working Group on the Worldwide Development
of Astronomy, and Commission 38 (Exchange of Astronomers), which also promote
and facilitate the development of astronomy.
We should not forget the needs of the developing countries. There are almost
a hundred countries worldwide with some form of astronomical activity. Only
60 are members of the IAU, and only about half of these could be called
fully-developed. Knowing that this includes the US, with all of its educational
challenges, there is obviously much to be done!
Astronomers and astronomy educators in the developing countries need opportunities
to be visited and to visit abroad; they need books, journals and equipment
which fit their needs and their culture. A common phenomenon in the developing
countries is the "lone astronomer"-one individual (or at most
a small group) who is responsible for all astronomy education at all levels-school,
university and the public.
Many of CTA's activities are relevant and accessible to planetarians. Its
semi-annual newsletter is now available electronically (from Armando Arellano
Ferro: armando @astroscu.unam.mx). The proceedings of the Williamstown meeting
(The Teaching of Astronomy, edited by J.M. Pasachoff and J.R. Percy,
published by Cambridge University Press, 1990) is still the best overview
of astronomy education worldwide. The next IAU CTA-supported meeting will
be in London UK, July 8-12, 1996; planetarians are cordially invited. The
one-day teachers' workshops held at IAU General Assemblies, Regional Meetings,
and some specialized meetings, almost always involve local planetarium staff.
Planetariums are often an important facility (sometimes the only facility)
in developing countries-in India, for instance, where they have helped to
promote public and government interest in the development of astronomy.
Astronomy Education Around the World
When I give talks on the topic of this article, I show slides of astronomy
education activities from a variety of countries:
simple, inexpensive childrens' astronomy textbooks from Mexico; the
same approach is now being taken to reach the disadvantaged schools in
South Africa.
"sleepovers" under the planetarium sky in New Zealand, and
"Pipehenge"-an astronomical "jungle gym" from the same
country.
hands-on science centres built in former observatories (Australia)
and railway stations (New Zealand), and a planetarium built in a former
gasworks (Poland).
scale models of the solar system in parks (Switzerland), towns (Poland)
and in a whole province (Spain).
public observatories-a rarity in North America, but a tradition in
Europe, and now a popular facility in Japan.
simple, hands-on activities for high school students in Uruguay (not
just the US).
summer institutes for teachers; a regular and well-developed program
in France, years before they became common in the US.
journals and newsletters on astronomy education: long-standing in France
and Germany; still lacking in the US.
undergraduate research opportunities, pioneered at the Maria Mitchell
Observatory, Nantucket, USA.
distance education: The Open University (UK), with more students in
one astronomy course than in all other astronomy courses in the UK combined!
the role of amateur astronomers, exemplified by Astronomy Day programs
in the US and elsewhere.
astronomy in the media: Patrick Moore (UK) has the longest-running
program on British TV, and has published over 100 books!
How Astronomy Educators Can Help
Astronomy education worldwide will be most successful if everyone pitches
in to help-amateur and professional astronomers; teachers, planetarium and
science centre staff; publishers and the media; scientific and educational
societies; government, school boards and industry.
make education a part of your institution, association or club: appoint
an education coordinator; include an education column in your newsletter,
and education talks at your meetings.
be aware of developments in education: research on learning, and changes
in the local school science curriculum; form coalitions on astronomy education
in your area; bring the members together for meetings occasionally.
seek more funds for science education.
do your "bit" for astronomy education: give (or arrange)
a public lecture; write a popular article; pass on your knowledge and enthusiasm
to teachers and students (especially from underserved groups); support
your local schools and teachers; publicize the practical and cultural benefits
of astronomy.
get more and better education in: day and night schools; museums, science
centres and planetariums; parks and conservation areas; libraries.
help improve astronomy in books and the media: speak out against pseudoscience;
work with the news media; help your local library choose better astronomy
books; review and improve school science textbooks.
lobby for, and help develop a planetarium, science centre or public
observatory.
support astronomy education internationally, especially in the developing
countries: learn more about these topics; support programs to send surplus
books and journals to developing countries; communicate with, visit, or
otherwise help the "lone astronomers;" support the work of the
IAU.
References
In addition to The Teaching of Astronomy and the electronic newsletter
of IAU Commission 46 mentioned earlier, the best and most convenient sources
of information on astronomy education are the articles appearing regularly
in Mercury, the popular journal of the Astronomical Society of the
Pacific, 390 Ashton Avenue, San Francisco CA 941121787.
If you want more information or advice on astronomy education worldwide,
please feel free to contact me.
Reproduced from the Planetarian, Vol. 24 #3, September 1995. Copyright
1995 International Planetarium Society. For permission to reproduce please
contact Executive Editor, Sharon Shanks.
