Using Astronomy as a vehicle for Science Education

Case Rijsdijk, PASA, 17 (2), 156.

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Contents Page: Volume 17, Number 2

Subsections


Implementing the Science Education Initiative

Resources Centre

In order to achieve some of the above objectives, a Science Education Resources Centre was set up inside an old disused storeroom at the Observatory in Cape Town. This was refurbished and deliberately left simple and ``low-tech". The reasoning was to show teachers and students that much can be achieved with minimum facilities and that such a centre could be built almost anywhere. It is large enough to accommodate a group of about 25 people at a time, an ideal size for one demonstrator/facilitator to cope with.

The Centre is fitted out with flat, unobstructed working surfaces and equipped with a pull-down screen, a few power points, an overhead projector and a storeroom/storage area. This allows a wide range of demonstrations to be done in addition to providing space for workshops.

Equipment used for demonstrations is usually made up from scraps and other odds and ends, such as empty plastic soft drink bottles, Styrofoam cups, curtain rods, etc. Other equipment is made by students who undergo training in the SAAO workshops. Items such as power supplies, electronic timers, simple photometers, etc. broaden the capability of the centre.

Additional equipment consists of small portable telescopes from 110 mm to 250 mm in diameter. All these have solar filters to allow direct viewing of the Sun. Slide, video and data projectors are also available to supplement and enrich longer workshops. In order to explain how modern astronomers collect data, a CCD camera is attached to the 250-mm telescope and the image projected with the data projector using a laptop computer.

Resource Development

A transformation in the educational structures in South Africa has led to the government adopting an Outcomes Based Education (OBE) system known as Curriculum 2005. The ``Natural Sciences" is one of eight learning areas in the new curriculum and covers all sciences. The learning area itself is broken down into four ``themes," one of which, ``Earth and Beyond" is subdivided into four sub-themes: Under the Earth's Surface, On the Earth's Surface, Above the Earth's Surface and Beyond the Earth's Surface. The latter contains a great deal of astronomy, (Dept. of Education 1997). The government has started implementing Curriculum 2005 and this has influenced the type of resources that the SEI is developing. The implementation process is not easy when the majority of schools in South Africa, especially those in previously disadvantaged areas, are beset with problems such as:

  • redeployment and rationalization of teachers - ``right sizing,"
  • under-trained and under-qualified teachers,
  • large classes (45 - 60),
  • poor facilities,
  • a lack of resources,
  • the lack of a ``culture of science,"
  • the lack of a ``culture of learning."

With issues such as these it was clear that whatever resources were developed by the SEI, they needed to:

  • be simple,
  • use cheap and readily available materials/scrap,
  • develop modules (with ``manuals") and workshop these modules with teachers,
  • be easily and cheaply reproducable enabling them to be taken straight into the classroom,
  • focus on skills development and group work,
  • be supported with assessment material and activity sheets.

To date about 20 of these modules have been developed as well as a large number of activities and assessment materials. These modules are normally tried out on teachers or students before making them generally available to teachers. Many of these modules use the making of simple models to illustrate the principles involved. At the end of each module is a set of full size drawings that can be photocopied onto card so that each student will be able to make his/her own model. Some typical examples include modules on:

  • a simple telescope, Galilean and astronomical,
  • the Sunometer - a device explaining the movement of the Sun across the sky,
  • the Luxometer - a simple device to show the relation between light intensity and angle of incidence,
  • a simple planisphere,
  • a quadrant,
  • some Moon phase models and exercises,
  • several simple sundials,
  • how to make a spectroscope.

Because astronomy now forms an integral part of the new curriculum, many teachers sought help in preparing material for lessons on astronomy and related subjects. A number asked for specific material on topics such as eclipses, seasons, planets and the Moon and its phases. Most of these have been reworked into modules and the SEI is encouraging teachers to come forward with further ideas.

Some modules are sequential. For example, there is a series that shows how to verify the inverse-square law, which is followed by another on calculating the power of the Sun, which then enables students to find the distance to a star using a third module.

Because Curriculum 2005 emphasizes an integrated approach, many of these resources are designed to give easy access to cross-curricular activities. An example of this is the ``Seascope," a device that can be used to look under-water for environmental studies. Other modules contain material from other learning areas: for example some African starlore stories were transformed into a playlet and acted out by some primary school children. Such an activity combined astronomy, drama, music, arts and crafts. (Stone 1998)

Workshop Experiences

When the SEI started, the principal target group was secondary (high) school teachers. It has however become quite clear that this group is far from ideal, the two main reasons being:

  • much of the material covered by the SEI is not in the current syllabus,
  • most teachers see no reason to ``waste" time on this: both teachers and students are totally committed to preparing for their matriculation exams - rote learning at its worst!

For this reason, and the fact that Grade 9 is now seen as an exit point for students, the target group is now teachers and students from Grade 6 - Grade 9. These students are typically aged from 10 - 15 years old, although it is possible to have much older students in these classes. Another reason for targeting this group is that this is where the new curriculum is being implemented first. This also ties up very well with the Teacher Training Colleges and several non-government education organizations such as the Primary Science Project. The SEI has built up a good working relation with such groups as they are ideal vehicles for workshopping and testing new materials.

Experience over the last two years has shown that children are curious and definitely like doing things such as:

  • launching rockets,
  • making telescopes,
  • making quadrants and
  • making and using planispheres.

The well known problem that ``stars come out at night - students don't" is as true in South Africa as it is in other parts of the world - although for different reasons. In most parts of the world this is due to a lack of enthusiasm. In South Africa it is related to an inability to travel to the SAAO for various reasons, including a lack of vehicles, safety, costs and distance to be travelled.

The education techniques used have been ``Minds on, Hands on," getting students to become active role-players in their education, in line with the OBE approach. This what the SEI calls the CCD approach. Often a well chosen, simple demonstration creates a ``WOW" amongst students and this WOW factor creates a Curiosity, that can be related to the Curriculum and then Developed into a complete educational unit.

The procedure in running workshops has become quite routine. Usually materials or kits are handed out, then checked to make sure that everyone has the right materials. It is quite common for participants in workshops not to complete their project because they were missing something and are reluctant to ask questions. Some examples of typical workshops are:

Making Telescopes:
Halfway through the workshop the function and use of lenses is explained. This allows time for glue to set, after which the telescope is completed.

Newton's Laws:
Many demonstrations explaining the effects of free fall are performed. Often students also make quadrants to measure heights and they then use these to measure how high water rockets go. This is a very popular cross-curricular activity as it involves the Learning Areas of Natural Science, Mathematics and Technology.
Our place in the Universe:
Games and simulations with inflatable Earth globes and balls are used to model and explain the Moon's phases, the scale of the Solar System and astronomical objects. Where possible this is supplemented with a slide show or video such as ``Powers of Ten," (Eames and Eames 1989).
Seasons:
Models such as the Luxometer to measure changing light intensity and a Sunometer to measure changes in the Sun's altitude and length of day throughout the year, showing how these factors influence the seasons. Should time allow, a solar oven is also made.

The aim of these workshops is not only to help both teachers and students get a better understanding of astronomy and science, but also to try and establish an awareness of the environment on the largest possible scale. These workshops should be seen as an integral part of teaching and not merely as an interesting interlude in the routine of the day. They are designed to encourage observational skills and the ability to relate these observations to daily experience, thus engendering a sense of wonder and curiosity. In addition it is hoped that these workshops give teachers and students a basic understanding of astronomy and the science and technology that supports it.


Next Section: Friends with the Universe
Title/Abstract Page: Using Astronomy as a
Previous Section: The Science Education Initiative
Contents Page: Volume 17, Number 2

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