By L. Gouguenheim, D. McNally, J. R. Percy
How do scholars examine astronomy? Can the World-Wide internet be used to coach successfully? In what methods do planetariums aid with teaching the general public? those are only a number of the well timed questions addressed during this stimulating overview of latest traits within the instructing of astronomy. in response to a global assembly hosted through the college of London and the Open college (IAU Colloquium 162), this quantity offers articles through specialists from around the globe. lecturers skilled in instructing astronomy in any respect degrees, in Europe, North the US, South the US, South Africa, the previous Soviet Union, India, Japan, Australia and New Zealand offer a world standpoint on: collage schooling, distance studying and digital media, how scholars examine, the planetarium in schooling, public schooling in astronomy, and astronomy in faculties. The complaints of the 1st IAU Colloquium (105), The instructing of Astronomy, edited by means of Percy and Pasachoff, have been first released by way of Cambridge in 1990 and shortly turned verified because the definitive source for astronomy lecturers. Astronomy schooling has complex significantly within the intervening seven years, and this sequel will encourage and inspire academics of astronomy in any respect degrees and supply them with a wealth of principles and adventure on which to construct.
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Extra info for New Trends in Astronomy Teaching
A student in a small observatory rarely questions a professor, because the student may appear as criticizing the professor. This is especially true in some Asian countries. Students need some practice to ask questions, and they need practice to phrase a question that will elicit a thoughtful and useful answer. At several schools of the last few years, it took at least a week for students to build up the courage to ask questions of the faculty. Once the questions started, and even once students met individually with faculty, it took another week for students and faculty to find a common scientific language and to communicate effectively.
When I first met Bambang Hidayat in Indonesia before the first school there, he was very much scientifically alone at his observatory. Later, I found that this school created a working community of astronomers. Some were working with Bambang, and some were teaching astronomy or working in the space program elsewhere in Indonesia. Similarly, the school in Nigeria led to a great deal of astronomical activity. One of the students from the school in Nigeria has obtained an astronomy doctorate abroad and has now returned as professor at a different Nigerian university.
We found to our own surprise that we had three different points of view. That impressed the students! Practice to ask searching, challenging questions. A student in a small observatory rarely questions a professor, because the student may appear as criticizing the professor. This is especially true in some Asian countries. Students need some practice to ask questions, and they need practice to phrase a question that will elicit a thoughtful and useful answer. At several schools of the last few years, it took at least a week for students to build up the courage to ask questions of the faculty.