Active Astronomy
Curriculum Guide for The PSU-Greenbush Astrophysical Observatory
Dr. Tim Slater
Pittsburg State University - Greenbush Astrophysical Observatory
(PSU-GAO)
" 1996, Southeast Kansas Education Service Center
Preface
Astronomy is all about curiosity. Astronomers are in the business of looking for
and understanding systems, interactions, patterns, equilibrium, energy, motion,
and scientific models. It is this quest for scientific knowledge that the instructional
materials that follow this preface represent. Textbooks often give learners the false
impression that astronomy is simply memorizing constellations that are difficult
to find, star names that are impossible to spell, and planet densities that are meaningless to the curious. That is not the astronomy that astronomers know; astronomy is
about satisfying our curiosity for the universe.
The nature of science is a difficult concept for many individuals. Science is a process
of systematically observing the world and making conclusions based on data. Although
many of us do science on a daily basis (trying to find the mistake in our check books, guessing why our car won't start, or planning an efficient and cost-effective
trip to the store), some people espouse an attitude of non-interest in science.
Many of these same people often visit the local planetarium, watch the discovery
channel religiously, or make long pilgrimages to Six Flags or Epcot Center with zeal. Using
the technological resources of the PSU-GAO, it is my hope that many people will begin to realize that science is a relevant
and integral part of our lives, our history, and our future.
In education, current research indicates that learners will benefit most by manipulating
materials, integrating new observations into preexisting conceptions, and communicating
their ideas with their peers. Contemporary teachers help learners develop a solid content knowledge base which is successfully integrated into a non-fragmented
and harmonious conception of the natural world; one that is internally consistent
with the learner's other conceptions. This leaner-centered knowledge must be constructed by the learners-themselves if we are to successful and effectively confront misconceptions
they embrace. Constructed knowledge of this type can only be achieved by active
cognitive involvement by the learner - passive exposure to even the most lucid lecture by a world-reknown scientist is insufficient. The following materials are intended
to involve students in discovery and application of knowledge in the world of astronomy.
I have resisted the temptation to forever sentence these activities to a particular
grade level. It has always been my opinion that a worthwhile activity can be easily
adjusted. The activities in this book are antithetical to traditional verification
activities. Their effectiveness relies on active cognitive participation by the learner.
In using these activities, the instructor plays the role of a facilitator rather
than a lecturer. Only the teachers themselves can adjust the level of material to
be educationally significant for their students in the teachers' particular and unique
environments. It is obvious that the teachers must have a relatively holistic understanding
of astronomy to make such adjustments in their classrooms.
Unfortunately there is no way that I could possibly take full credit for the ideas
which are central to these activities. It is further impossible for me to recognize
here the immense number of people who provided me with ideas, support, guidance,
and background. In the activities themselves, I have tried to note specific sources for
diagrams, materials, or ideas. I have in no fashion come close to succeeding. I
can only make an apology for omission of their names here. In total, the materials
here reflect my understanding of the vast field of astronomy; an understanding which is surely
somewhat incomplete. Any errors are my fault alone. I would very much appreciate
any comments on these activities, especially from those who have direct experience
using these materials with students. It is for the inservice school teachers, those
in the trenches
, that this guide is compiled.
I have found that using these activities in a classroom environment based upon the
tenets of constructivism not only significantly improves the content knowledge of
learners but also improves affective attributes. The importance of value, interest,
and attitude must be addressed in addition to content knowledge if students will ever appreciate
science. It is my hope that you will find these activities as successful as I have
found them. Most importantly, I hope that these activities will assist you in fostering an appreciation for the excitement of scientific inquiry in the students
you teach and that they can then pass that interest on to their parents and their
children.
This work has been funded in part by the Kansas Goals 2000 Program, Southeast Kansas
Education Service Center, and the Pittsburg State University-Greenbush Astrophysical
Observatory.
T.F. Slater, May 1996