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تسجيل مستخدم جديدTwo Decades of Education and Public Outreach with Chicago Public Schools
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Vikram V. Dwarkadas
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Over the past two decades, I have been actively involved in teaching astronomy and astrophysics to Chicago Public School (CPS) students and their teachers, in collaboration with various groups as well as by myself. Valuable resources that we have created for schools include the Multiwavelength Astronomy Website, with modules for infrared, optical, ultraviolet, X-ray and gamma-ray astronomy. The content of each lesson is derived from interviews with scientists, archived oral histories, and/or memoirs. Lessons are evaluated by a science educator and at least one subject matter expert before being produced for the web. They are supplemented by NASA media, archival material from the University of Chicago Library and other archives, and participant contributed photographs, light curves, and spectra. Summer programs provided training to CPS teachers to use the resources in their classrooms. Currently, I lead the Chicago Area Research Mentoring (CHARM) initiative. In the past academic year I worked with a class of 17 diverse 11th grade honors students at the University of Chicago Charter School, Woodlawn. Through frequent lectures ($sim$ every 4 weeks), these students were exposed to astrophysical topics and concepts not normally covered in a school curriculum. CHARM aims to develop the students critical thinking, introduce them to astrophysical research methods and techniques, and prepare them for a career in science, technology, engineering and mathematics (STEM), particularly a research-oriented one. In this article, I highlight some projects, educational resources, results achieved, and lessons learned along the way.
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As large-scale international collaborations become the standard for astronomy research, a wealth of opportunities have emerged to create innovative education and public outreach (EPO) programming. In the past two decades, large collaborations have fo
cused EPO strategies around published data products. Newer collaborations have begun to explore other avenues of public engagement before and after data are made available. We present a case study of the online EPO program of The Dark Energy Survey, currently one of the largest international astronomy collaborations actively taking data. DES EPO is unique at this scale in astronomy, as far as we are aware, as it evolved organically from scientists passion for EPO and is entirely organized and implemented by the volunteer efforts of collaboration scientists. We summarize the strategy and implementation of eight EPO initiatives. For content distributed via social media, we present reach and user statistics over the 2016 calendar year. DES EPO online products reached ~2,500 users per post, and 94% of these users indicate a predisposition to science-related interests. We find no obvious correlation between post type and post reach, with the most popular posts featuring the intersections of science and art and/or popular culture. We conclude that one key issue of the online DES EPO program was designing material which would inspire new interest in science. The greatest difficulty of the online DES EPO program was sustaining scientist participation and collaboration support; the most successful programs are those which capitalized on the hobbies of participating scientists. We present statistics and recommendations, along with observations from individual experience, as a potentially instructive resource for scientists or EPO professionals interested in organizing EPO programs and partnerships for large science collaborations or organizations.
The TAROT telescope has for primary goal the search for the prompt optical counterpart of Cosmic Gamma-Ray Bursts. It is a completely autonomous 25cm telescope installed near Nice (France), able to point any location of the sky within 1-2 seconds. Th
e control, scheduling, and data processing activities are completely automated, so the instrument is completely autonomous. In addition to its un-manned modes, we added recently the possibility to remotely control the telescope, as a request of the Hands-On Universe (HOU) program for exchange of time within automatic telescopes for the education and public outreach. To this purpose we developed a simple control interface. A webcam was installed to visualize the telescope. Access to the data is possible through a web interface. The images can be processed by the HOU software, a program specially suited for use within the classroom. We experienced these feature during the open days of the University of California Berkeley and the Astronomy Festival of Fleurance (France). We plan a regular use for an astronomy course of the Museum of Tokyo, as well as for French schools. Not only does Hands-On TAROT gives the general public an access to professional astronomy, but it is also a more general tool to demonstrate the use of a complex automated system, the techniques of data processing and automation. Last but not least, through the use of telescopes located in many countries over the globe, a form of powerful and genuine cooperation between teachers and children from various countries is promoted, with a clear educational goal.
Hands-On Universe (HOU) is an educational program that enables students to investigate the Universe while applying tools and concepts from science, math, and technology. Using the Internet, HOU participants around the world request observations from
an automated telescope, download images from a large image archive, and analyze them with the aid of user-friendly image processing software. This program is developing now in many countries, including the USA, France, Germany, Sweden, Japan, Australia, and others. A network of telescopes has been established among these countries, many of them remotely operated, as shown in the accompanying demo. Using this feature, students in the classroom are able to make night observations during the day, using a telescope placed in another country. An archive of images taken on large telescopes is also accessible, as well as resources for teachers. Students are also dealing with real research projects, e.g. the search for asteroids, which resulted in the discovery of a Kuiper Belt object by high-school students. Not only Hands-On Universe gives the general public an access to professional astronomy, but it is also a more general tool to demonstrate the use of a complex automated system, the techniques of data processing and automation. Last but not least, through the use of telescopes located in many countries over the globe, a form of powerful and genuine cooperation between teachers and children from various countries is promoted, with a clear educational goal.
IAU Inter-Commission B2-C1-C2 WG Data-driven Astronomy Education and Public Outreach (DAEPO) was launched officially in April 2017. With the development of many mega-science astronomical projects, for example CTA, DESI, EUCLID, FAST, GAIA, JWST, LAMO
ST, LSST, SDSS, SKA, and large scale simulations, astronomy has become a Big Data science. Astronomical data is not only necessary resource for scientific research, but also very valuable resource for education and public outreach (EPO), especially in the era of Internet and Cloud Computing. IAU WG Data-driven Astronomy Education and Public Outreach is hosted at the IAU Division B (Facilities, Technologies and Data Science) Commission B2 (Data and Documentation), and organized jointly with Commission C1 (Astronomy Education and Development), Commission C2 (Communicating Astronomy with the Public), Office of Astronomy for Development (OAD), Office for Astronomy Outreach (OAO) and several other non IAU communities, including IVOA Education Interest Group, American Astronomical Society Worldwide Telescope Advisory Board, Zooniverse project and International Planetarium Society. The working group has the major objectives to: Act as a forum to discuss the value of astronomy data in EPO, the advantages and benefits of data driven EPO, and the challenges facing to data driven EPO; Provide guidelines, curriculum, data resources, tools, and e-infrastructure for data driven EPO; Provide best practices of data driven EPO. In the paper, backgrounds, current status and working plans in the future are introduced. More information about the WG is available at: http://daepo.china-vo.org/
We have created a website, called Black Holes: Gravitys Relentless Pull, which explains the physics and astronomy of black holes for a general audience. The site emphasizes user participation and is rich in animations and astronomical imagery. It won
the top prize of the 2005 Pirelli INTERNETional Awards competition for the best communication of science and technology using the internet. This article provides a brief overview of the site. The site starts with an opening animation that introduces the basic concept of a black hole. The user is then invited to embark on a journey from a backyard view of the night sky to a personal encounter with a singularity. This journey proceeds through three modules, which allow the user to: find black holes in the night sky; travel to a black hole in an animated starship; and explore a black hole from up close. There are also five experiments that allow the user to: create a black hole; orbit around a black hole; weigh a black hole; drop a clock into a black hole; or fall into a black hole. The modules and experiments offer goal-based scenarios tailored for novices and children. The site also contains an encyclopedia of frequently asked questions and a detailed glossary that are targeted more at experts and adults. The overall result is a website where scientific knowledge, learning theory, and fun converge. Despite its focus on black holes, the site also teaches many other concepts of physics, astronomy and scientific thought. The site aims to instill an appreciation for learning and an interest in science, especially in the younger users. It can be used as an aid in teaching introductory astronomy at the undergraduate level.
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