Teaching introductory astronomy using virtual observations

Abstract

Many introductory astronomy courses include concepts related to basic stellar properties. In general, these are concepts that originate from the human perception of starlight. This observational aspect is not easy to incorporate in the classroom. We explore if these concepts could be developed using the built-in data in a planetarium software. This helps us include an element of observations in the coursework that should enhance students’ understanding of stellar magnitudes and distances, stellar classification and basic astronomy diagrams. Since the available planetarium software packages utilize rich professional databases, this approach also provides opportunities for students to follow the latest developments in astronomy connected to big data and the way data are collected and used.

Inquiry-based astronomy in West Java secondary schools

“…However, the characteristics of astronomical phenomena are often difficult to present directly in class. Astronomical investigations are carried out using technology such as telescopes [10], independent observations [11], observations in virtual planetariums [12], virtual observation [13] and simulations [14].…”

A simple stellar magnitude scale demonstration

“…The introduction of the stellar magnitude system in the classroom can be difficult due to the students' lack of basic observational experience, the non-trivial relation between the actual and perceived light intensity, and the fact that the brighter an object is, the lower is its magnitude. Currently, the abundant interactive educational materials in astronomy are very rich with respect to virtual observations of the night sky, and a detailed recent discussion can be found in Kaltcheva and Nenkova (2021) and references therein. However, planetaria software cannot entirely replace the experience of the actual human perception of the brightness of stars of varying magnitudes as they appear in the night sky.…”

An online astronomy activity embedded with REACT strategy for preservice primary school teachers

“…For the purposes of astronomy education development, educational systems should ensure that they remain abreast of new methodologies and improvements regarding astronomy, and expand the use of science centers, planetariums, and digital facilities or media tools as non-formal learning environments. Considering the importance of non-formal environments, virtual applications can be utilized as aids in formal education, especially where face-to-face teaching is not practical, such as during the COVID-19 pandemic [4].…”