ARTICLES
Observation Studies of Constellations in the Earth and Space (continued)
explain why we do all observations from ‘same spot, same time’,
allowing eyes to adjust to the dark, and the rudiments of keeping
warm and staying safe.
Pinniger, G. (2014). Seaforth Primary School: The space gallery.
Science Education News, 63(3), 53-56.
Reidy, D. & Wallace, K. (1987). The Southern Sky: A Practical
Guide to Astronomy. North Sydney: Allen & Unwin.
Step 5: Let the observing take place over time. It might need
weeks. This might be the time to teach students how to take
photos with their devices if they have tripods, or a proper camera
if they have one. Photos are very helpful tools for observation and
recording data.
Ridpath, I. & Tirion, W. (2017). Stars & Planets: The Complete
Guide to the Stars, Constellations and the Solar System.
Princeton: Princeton University Press
Schatzman, E.L. (1972). The importance of astronomy in modern
education. Annals of the New York Academy of Sciences, 198(1),
104-108.
Step 6: Ensure that students share their observations regularly in
class, including any photos, so that those students who have not
had much opportunity to do their observation are not missing out
and are learning too.
Skamp, K. (2018). Our place in space. In K. Skamp and C.
Preston, Teaching Primary Science Constructively (6e) pp.434-
479. South Melbourne: Cengage.
Step 7: Explaining may become important during observations,
so read up on the given constellations and objects yourself again
or prepare links to websites and other resources that will answer
students’ burning questions.
Temming, M. (2014). What are constellations? Sky & Telescope,
July 17. Retrieved from https://www.skyandtelescope.com/
astronomy-resources/exactly-constellations/
Step 8: Organise the reporting and communication of the
observations and discoveries made. After all, what use is all this
discovery if we cannot tell others about it?
Tilley, G. (2012). The space gallery. Science Education News,
61(1), 36-41.
UKRI (2019). The future of astronomy: Three big reasons to be
excited. Science and Technology Facilities Council. Retrieved
from https://stfc.ukri.org/news-events-and-publications/features/
the-future-of-astronomy-three-big-reasons-to-be-excited/
References:
Board of Studies NSW (1999). Science and Technology K-6:
Outcomes and Indicators. Sydney: Board of Studies NSW.
The following sources were also used to ensure correctness
of information:
De Nobile, J. (2017). Planet astronomy in the primary classroom:
Conjunctions of Venus with Jupiter and Mars with Saturn. Science
Education News, 66(3), 9-15.
De Nobile J. (1996). STARKIT. Bathurst. Chemical and Scientific
Aid Centre.
De Nobile, J. & Tilley, G. (2015). Finding Comet Lovejoy: Using
comet apparitions to enhance the science curriculum. Science
Education News, 64(2), 43-52.
Charles Sturt University.
Moore, P. (1995). Guide to Stars and Planets. London: Reed
International Books.
Grady, C.A., Farley, N., Zambouni, E., Avery, F., Clark, B.,
Geiger, N., & Woodgate, B. (2003). Accessible universe: Making
astronomy accessible to all in the regular elementary classroom.
Astronomy Education Review, 2(2), 1-19.
The NASA Website: https://www.nasa.gov
Wallace, K., Dawes, G., & Northfield, P. (2016). Astronomy 2017:
Australia. Georges Hall: Quasar Publishing.
McGovern, J. (2004). Classroom astronomy. Astronomy, 32(11),
82-85.
Wallace, K., Dawes, G., & Northfield, P. (2018). Astronomy 2019:
Australia. Georges Hall: Quasar Publishing.
National Research Council (2001). Astronomy and astrophysics
in the new millennium. Washington, DC: The National Academies
Press. Retrieved from https://doi.org/10.17226/9839.
NESA (2017). Science and Technology K-6 Syllabus. Sydney:
New South Wales Education Standards Authority.
NESA (2018). Science Years 7-10 Syllabus. Sydney: New South
Wales Education Standards Authority.
44
SCIENCE EDUCATIONAL NEWS VOL 68 NO 4