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| Paper: |
Space for All: Results from Multinational Astronomy Study |
| Volume: |
537, ASP 2022: A Virtual Conference |
| Page: |
114 |
| Authors: |
Bernhardt, C. H. |
| Abstract: |
Astronomy is one of the oldest sciences in human history; space sciences seek to answer the biggest questions, and encompass technologies that directly impact humanity. Space content can naturally integrate into existing subjects and leverage students' innate curiosities and interests, which is critical now as we adapt learning for digital natives. Astronomy can be a “gateway” to inspire further STEM learning. In 2021, a study of 53 nations found astronomy present in 100% of national curricula, and made recommendations for professional development and further research (Salimpour et al., 2021). The present study provides qualitative context for those recommendations and establishes a foundation on which to ground further work with educators. Surveys were collected from participants in 21 countries other than the USA based on their involvement with astronomy education efforts, and 6 were selected to participate in semi-structured interviews. Initial results favor informal astronomy learning over mandated content. Partnerships with universities and community-based efforts such as telescope loan programs provide promising opportunities as the primary roles of astronomy education in these countries. Results also highlight the national influence of space programs and involvement with the global space economy as well as restrictive curricula upon access to astronomy education. Participants from every represented nation expressed frustration at the lack of professional development for teachers. Future studies should focus on the impact of formal and informal collaborations, and provide quality materials for teachers to integrate astronomy into their courses. |
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