astronomy education in turkey

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Astronomy Education 1

Running head: ASTRONOMY EDUCATION IN TURKEY

A REPORT ABOUT ASTRONOMY

EDUCATION IN TURKEY

Zeynep Tuğba Kahyaoğlu

Middle East Technical University, Ankara

June 11. 2007




Table of content

TABLE OF CONTENT........................................................................................................2

INTRODUCTION ................................................................................................................3

HISTORY OF ASTRONOMY EDUCATION IN TURKEY ........................................ .....4

CURRENT STATUS OF ASTRONOMY EDUCATION IN TURKEY ............................6

Obstacles of Astronomy Education......................................................................................6

CURRENT STATUS OF ASTRONOMY EDUCATION IN OTHER COUNTRIES.......8

NEW DEVELOPMENTS AND STUDIES ABOUT ASTRONOMY EDUCATION IN

TURKEY ............................................................................................................................12

New Curriculum.................................................................................................................12

Need Analysis......................................................................................................................15

SUGGESTIONS, IMPLICATIONS & DISCUSSIONS ...................................................22

REFERENCES...................................................................................................................24




INTRODUCTION

When I was a child and glancing at everywhere with a big curiosity, the things that my

father was telling me whetted my appetite to know and shifted my interest from small

observable things in life to bigger ones which I did not notice or think before. The black

holes, bending and expansion of space, stars, movements of sun, moon, traveling in time were

some of the things that I listened from my father and made me feel sometimes terrific or

sometimes admiration for beauty. Because of many other things like that I always wanted to

be a physics teacher. I wanted to know physics and I wanted to teach it also (hence, I did not

choose any other department). However, I learned in university that the things awaked my

interest were not just physics, but mostly astronomy. I think that most of the students who

came to physics department as very willingly are probably like me, they are influenced by

astronomy topics.

Moreover, I got disappointed by having no education in our program about some

astronomy topics. Only by elective courses, one can learn about those. Yes, maybe being of a

separate science branch of astronomy become a reason of not providing astronomy must

courses to physics and physics education students. But for especially physics teachers

educated here would strongly feel the need of that field knowledge when they face with the

duty of curiosity and interest awaking of students on science. Tunca (2002) also makes

emphasis on that aspect of astronomy by saying that many developed countries use astronomy

and space sciences in an effective way for making students love and direct on sciences.

We know that astronomy was the first developed science and then, other sciences were

born in time. Percy (1998 as cited in Kahraman, 2006) says astronomy progresses physics and

other sciences and, it increases the curiosity, imagination and sense of exploration and

discovery.




Astronomy is not only important due to its role of being pioneer of other sciences, but

also important for its effects on the international race between countries of going fore of

others. We know that the most developed countries of today’s world are the ones who are the

best in astronomy studies. And, they were always in a great rivalry especially in astronomy

developments. Therefore, development in astronomy and so in astronomy education first

should be very vital subjects of our developing country. There were many various kinds of

astronomy education in the world. In the past also, our astronomy education was different and

may be better than today. Nowadays, a new curriculum is being developed by researchers and

academicians for high schools physics and there were studies and good intentions about

astronomy education inside it. Because of being a physics teacher of very near future, I

wanted to know these studies and developments and also fill my gap of deflated interest on

astronomy.

The questions I wanted to get answers after my research are like that:

1-How was astronomy education in Turkey in the past?

2-What is the current status of astronomy education in Turkey?

3-What is the current status of astronomy education in other countries?

4-What are the new developments and studies about astronomy education in Turkey?

5-What suggestions can be done and what are implications of that research?

I also wrote my ideas appeared after this research in the last part.

HISTORY OF ASTRONOMY EDUCATION IN TURKEY

In the book Evren Nasıl Oluştu(2007), Kırbıyık and his group told the history of

astronomical developments. According to the book the first astronomy education of Turks

was started by scientist Fettullah who came to Kastamonu from Semerkand. He taught not




only astronomy but also geometry. After that, one of the famous astronomer, Ali Kuşçu came

to Istanbul and taught astronomy.

In 1577 an observatory which was the biggest one in Islam world was built by the

command of Ottoman sultan, III. Murad. The planner and adviser of this development was

Takiyeddin who came to Istanbul from Egypt. This big observatory contained a good library,

an observation well and a tower and very important detailed maps. It was thought that there

were administrative personnel and about 15 scientists working. However, it is a pity that this

important observatory was ruined in 1580. The reason of this misfortune was the bigotry of

some people of those times (Kırbıyık, et.all., 2007; Tunca, 2002). In the engineering schools,

which were opened in 1760 and 1795, astronomy lessons were taught. (Kırbıyık, 2007b)

According to the paper of Tunca presented at V. Science and Mathematics Education

Congress in Middle East Technical University in 2002, the history of astronomy education in

Turkey after the times indicated above are as follows:

- In 1845, a big telescope of 5 meters long and 1meter of diameter was brought to

Harbiye School with educational-military aims. However, both the telescope and its

building were ruined in the Kırım War.

- In 1900, Astronomy lectures called as “hayat” were given in the sciences department

of universities called as “darülfünun”.

- In 1930’s, after İstanbul University was founded, the first staffed astronom Nüzhet

Gökdoğan started the astronomy studies of Republic of Turkey.

- Astronomy departments were founded under science-literature faculties of Ankara

and Ege Universities and graduates of these department taught astronomy at high

schools.

- Until 1937 the astronomy information were given as separate courses such as

“kozmoğrafya” in schools of “İdadi” and “Rüştiye”.




- After 1937, astronomy lectures were given under mathematics lessons as a few weeks

program and it was still compulsory at those times.

- Prof. Dr. Nüzhet Gökdoğan explained that because of the excuse that astronomy

subjects were not asked in the ripeness examinations, teachers taught mathematics at

the assigned times for astronomy. Therefore, in time astronomy subjects were taken

out from the curriculum.

- After 1974, astronomy was no longer taught as compulsory and taught as only

elective lesson up to today. Tunca asserts that a very few times astronomy elective

lesson was opened and what is more the explained reasons of this situation were being

lack of books and teachers of astronomy.

CURRENT STATUS OF ASTRONOMY EDUCATION IN TURKEY

Obstacles of Astronomy Education

According to Tunca the accepted obstacles of astronomy education were

nonexistence of astronomy books and teachers and the situation that astronomy subjects are

not included in the university entrance exam (UEE). But, Tunca also says that there is an

astronomy book written by Turkish astronomy professors for Turkish High Schools and there

are many graduates of three astronomy departments in Turk Universities. Hence, the first two

claimed obstacles are not realistic. The only and important obstacle in astronomy education in

Turkey is that its being of not included in university entrance exam. A solution proposal of

Tunca is that making at least two hours of astronomy and space sciences lesson compulsory

for high schools, he also claims that by this way, students who learned that information in an

adequate level would grasp the other basic science subjects in an easier way. As a student of

past, and from my own experiences I also think in the same way of Tunca. Astronomy would




especially help for physics and mathematics because of both its motivational-attractiveness

effects and frequent use of visual-spatial thinking.

Another point that Tunca (2002) asserts for solution proposal is that the providing

employment fields for astronomy graduates. He mentions that alternatively these graduates

are equipped adequately for being science or computer teachers in schools.

Comparison of Turkey and Other Countries in terms of Astronomy Objectives

Kahraman (2006) prepared a table that shows the comparison of Turkey and other

countries astronomy objectives in national science education.

Table .Summary of Comparison of the National Science and Education Standards of VariousCountries (NSESVC) with the National Science Curriculum of Turkey with Respect to

Astronomy Objectives (Kahraman, 2006)

Grade

level

NSESVC Astronomy Objectives Objective in Turkish National

Science Curriculum

K-4

• Locations, motions and properties of sky

objects (from geocentric perspective)• Sun, moon, stars, clouds, birds, and

airplanes• Effect of the Sun on the Earth (e.g. providing

the light and heat necessary to maintain thetemperature of the Earth)

• Patterns of movement objects in the sky

(pattern of the Sun, and Moon)• Identification of the space

• Movement of objects in the sky

• Properties of the sky objects

• Identification of the space

• Movement of objects inthe sky

• Properties of the skyobjects




5-8

• The position of the Earth in solar system• Identification of the solar system; Moon, eight

other planets, and their moons, and smaller objects (asteroids, and comets)

• The Sun as a central and largest body in

the solar system• Regular and predicable motion of the

objects in the solar system• Motion results; the day, the year, phasesof the Moon, and eclipses

• Gravity as a force

• The role gravity force in the solar system• The role of gravity on the Earth

• Explaining the phenomena of the tides bygravity

• The Sun as a source of energy that effects onthe Earth’s surface e.g. plants, ground, ocean

current, and water cycle• Seasons result from variations in theamount of The Sun’s energy hitting the

surface; the tilt of the Earth’s rotation

on its axis; the length of the day

• Investigation of the space (formation of the Sun, its layer and structural

characteristics; motion of the objects inthe solar system, hypothetical ideas

of formation of the universal, space

science, new innovation in spacetechnologies, and space pollution)

• Galaxies• Stars (The Sun, formation of the star,layer of the star and its structural

characteristics, motion of the star; solar

system, planets, and their moons;lunar and Sun eclipses)

• Comets, Asteroids, and Meteors• Staring at the space

• Formation of the universal• Space technology; spacecraft, artificial

satellites, and space station• Space investigation; first step on theMoon, live on the Moon, and space

pollution

9-12

Nebular cloud of dust and forming of

the universal• Evolution of the Earth

• The origin of the universe• The bing-bang theory

• Expanding of the universe• History of universe matter

• Trillions of stars, billions of galaxies,and theirs borne

• Visible mass in the universe

• Stars energy from nuclear reaction,structure of the stars• Fusion of hydrogen to form helium

Not included

CURRENT STATUS OF ASTRONOMY EDUCATION IN OTHER COUNTRIES

Here are abstracts from various countries astronomy education.

United States of America

America is the front coming country which gives biggest importance on astronomy education.

In the past they had a project called “Project Star” in which the sciences are taught in the basis

of astronomy.




Each states of America develop their own curriculum but a directive national report

called as “sequenced benchmarks for k–8 science” is prepared by a group of researches. For

science content of grades from kindergarten to 8 include these astronomy topics as a chapter:

Earth and Space Science

1. Characteristics of the Earth System 2. Earth’s History

3. Earth’s Surface Features 4. Energy in the Earth System

5. Motion of the Earth and Moon 6. Rocks, Minerals, and Soil

7. Seasons, Weather, and Climate 8. The Solar System

9. The Sun and Other Stars 10. The Universe

11. Water in the Earth System (from web address, ref. 3).

Alberta-Canada

Alberta is a state of Canada. At that state, the science curriculum of grade 9 has a

chapter of “space exploration”. This chapter includes the topics of

1. Technologies for space exploration and observation

2. Reference frames for describing position and motion in space

3. Satellites and orbits

4. Distribution of matter through space

5. Composition and characteristics of bodies in space

6. Life-support Technologies

7 Communication Technologies (from web address, ref. 2).

New-Zealand

New-Zealand curriculum includes a chapter of “Planet Earth and Beyond”. In their

study of planet Earth and beyond, students will use their developing scientific knowledge,

skills, and attitudes to: (for level 1)




1. investigate the composition of planet Earth and gain an understanding of the processes

which shape it;

2. investigate the geological history of planet Earth and understand that our planet has a

long past and has undergone many changes;

3. investigate and understand relationships between planet Earth and its solar system,

galaxy, and the universe;

4. investigate how people's decisions and activities change planet Earth's physical

environment, and develop a responsibility for the guardianship of planet Earth and its

resources.

For level 2 students can use their ideas to investigate major objects in our solar system

and very noticeable environmental patterns associated with these objects, e.g., Moon, Sun,

planets, day and night, shadow movements, seasons.

For level 3 students can locate and use information obtained from space exploration to

clarify, challenge, and extend their ideas about the general nature and behaviour of the Earth,

its moon, and the other planets in our solar system, e.g., Moon missions, satellites, space

stations.

For level 4 students can (a) use simple technological devices to observe and describe

our night sky, e.g., binoculars, simple star maps; (b) investigate and use models which explain

the changing spatial relationships of the Earth, its moon, and the Sun, and the way different

cultures have used these patterns to describe and measure time, and position, e.g., phases of

the Moon, eclipses, tides, seasons, sun clocks.

For level 5 students can (a) use simple technological devices, such as telescopes and

simple star maps, to observe and describe changing patterns in our night sky, e.g., position of




the Moon, orientation of the Southern Cross; (b) use information obtained from technological

devices, such as radio telescopes and satellites, to clarify, challenge, and extend their ideas

about the general characteristics of some near and far space objects.e.g., structure, size,

surface landscape, climate; the Sun and other stars, Earth's moon, planets, comets, meteors,

clusters, galaxies; feasibility of life.

For level 6 students can use information from a range of sources, including their own

observation, to explain spatial relationships of objects in the night sky and the challenge such

spatial relationships present to space exploration, e.g., distance between and changing

positions of objects; theories about the origins of the Universe.

For level 7 students can examine evidence from a variety of detectors to reach

conclusions about the nature of stars and other celestial objects.

For level 8 students can research and present a report on a current astronomical event or

discovery. It is also noted that Earth science features of local and national significance should

be emphasized (from web address, ref. 11).

Germany

Curriculum of Germany includes the topics of movements of the Moon, eclipses,

optics of telescopes, seasons and in some states of Germany, a chapter called Space Science in

the physics lessons for 8-12 lessons. Moreover, in some states also there are elective

astronomy courses. (İbanoğlu & Tunca, 1991)

Argentina




The interesting thing that Argentina applies in astronomy education different form

other countries is that students attend the conferences about astronomy while they are visiting

observatories. But, their overall astronomy content is insufficient. (İbanoğlu & Tunca, 1991).

NEW DEVELOPMENTS AND STUDIES ABOUT ASTRONOMY EDUCATION IN

TURKEY

New Curriculum

A new physics education curriculum is being prepared by a number of academicians

this year. But up to now, only 9th

grade curriculum is finished and the included topics are

listed in the related web site. Assist. Prof. Dr. Ali Eryılmaz from METU Education faculty is

working in the same group. I had talked him about the new curriculum at the beginning of the

semester and asked if they are thinking to include astronomy topics inside it. He replied as

positively and advised me to follow their web site. According to the list of topics included in

the new curriculum of grade 9, the included astronomy topics are:

Solar System, Universe (Seasons, the Sun and the Moon, Eclipse , Ebb and Flow, Astronomic

objects, stars, black holes, white holes)

The new science and technology lesson curriculum was developed for elementary

schools in 2005. The included astronomy objectives in that curriculum are:

For 4th

grade: (In Turkish)

1. Dünya’mızın şekli ile ilgili olarak öğrenciler ;

1.1.Dünya’nın şeklinin küreye benzediğini ifade eder.

1.2. Dünya’nın şeklinin küreye benzediğini gösteren örnekler verir

1.3. Geçmişte, insanların Dünya’nın şekliyle ilgili çeşitli görüşlere sahip olduklarının

farkına varır

For 5th grade:




1.Güneş, Dünya ve Ay’ın şekil ve büyüklükleriyle ilgili olarak öğrenciler;

1.1 Güneş, Dünya ve Ay’ın şeklini karşılaştırır

1.2 Geçmişte insanların, Dünya, Güneş ve Ay’ın şekliyle ilgili çeşitli görüşler ileri

sürdüklerinin farkına varır

1.3 Güneş, Dünya ve Ay’ı büyüklüklerine göre sıralar

1.4 Güneş, Dünya ve Ay’ı bir arada temsil eden kendine özgü bir model oluşturur ve sunar

1.5 Cisimlerin uzaklaştıkça daha küçük görüldükleri çıkarımını yapar

1.6 Güneş’in Dünya’ya göre, Ay’dan daha uzak olduğu sonucunu çıkarır .

2.Dünya’nın hareketleri ile ilgili olarak öğrenciler;

2.1.Dünya’nın kendi etrafında döndüğünü ifade eder.

2.2.Dünya’nın kendi etrafında bir tam dönüşünü tamamladığı sürenin, bir gün olarak kabul

edildiğini ifade eder.

2.3.Gece-gündüz oluşumunu, Dünya’nın kendi etrafındaki dönme hareketiyle açıklar

2.4.Güneş’in gökyüzünde gün boyunca hareket ediyor gözükmesini, Dünya’nın kendi

etrafındaki dönme hareketiyle açıklar

2.5.Dünya’nın kendi etrafında dönerken aynı zamanda Güneş etrafında da dolandığını ifade

eder.

Dünya’nın Güneş etrafında bir tam dolanımını tamamladığı sürenin, bir yıl olarak kabul

edildiğini belirtir.

3.Ay’ın hareketleri ile ilgili olarak öğrenciler;

3.1.Ay’ın kendi etrafında dönerken aynı zamanda da Dünya etrafında dolandığını ifade

eder.

3.2.Dünya ve Ay’ın hareketlerini gösteren kendine özgü bir model oluşturur ve sunar




3.3.Dünya’dan bakıldığında Ay’ın daima aynı yüzünün gözlendiğini açıklar

3.4.Ay’ın evrelerini belirli aralıklarla gözlemler ve gözlem sonuçlarını kaydeder

3.5.Gözlemlerine dayanarak Ay’ın evrelerinin düzenli olarak tekrar eden bir doğa olayı

olduğu sonucunu çıkarır

3.6.Ay’ın evrelerini, Ay’ın Dünya etrafındaki dolanma hareketiyle açıklar

3.7.Ay’ın evrelerini temsil eden bir model oluşturur ve sunar .

Gölge oluşumu ile ilgili olar ak öğrenciler;

3.1. Gölgenin nasıl oluştuğunu keşfeder.

3.2. Işık kaynağının, cismin veya ekranın yeri değiştirildiğinde; cismin gölgesinin

büyüklüğünün, yerinin ve/veya şeklinin değişebileceğini fark eder

3.3. Gölgenin, cismin büyüklüğü ve şekline göre değişeceğini gösterir.

3.4. Gölge oluşumunu basit ışın çizimleri ile gösterir.

3.5. İki veya daha fazla ışık kaynağı olan bir ortamda, bir cismin birden fazla gölgesinin

oluşabileceğini fark eder .

4. Bir güneş saati yaparak zamanı bulmayla ilgili olarak öğrenciler;

4.1.Teknolojik tasarımın aşamalarını uygulayarak bir güneş saati modeli geliştirir .

4.2. Güneş saati modeli tasarlarken izlediği yolun bir teknolojik tasarım süreci olduğunu

fark eder .

4.3. Bir çubuğun gölge boyunu, günün farklı zamanlarında doğrulukla ölçer.

4.4. Elde ettiği ölçümleri tabloya kaydeder

4.5.Gölge boyu-zaman ilişkisini gösteren bir sütun grafiği çizer

5.Güneş ve Ay Tutulmasıyla ilgili olarak öğrenciler;

5.1. Güneş ve Ay tutulmasının ışıkla ilgili bir olay olduğu fark eder.

5.2. Güneş ve Ay tutulması olaylarını hazırlayacağı modellerle gösterir ve sunar




5.3. Güneş ve Ay tutulması olaylarını karşılaştırır, benzerlik ve farklılıklarını listeler.

Need Analysis

Again in his study, Kahraman (2006) applied a questionnaire to 3313 students of elementary

and high schools in order to see the need of Turkey’s astronomy education.

According to the responses of students it is found that for elementary school students simpler

and concrete astronomy topics are more popular. Percentages of the preferred astronomy

subjects of elementary school students are shown in Table 2.

Table 2. Percentages of the preferred astronomy subjects of elementary school students

(Adapted from Kahraman, 2006)

TOPICS % OF

STUDENTS

PREFER THE

TOPIC

TOPICS % OF

STUDENTS

PREFER THE

TOPIC

T.1 Light & Shadow

(Ex. The behaviour of light.

Forms of shadows)

63.8

T.8. The concept

of time and

calendars

60.9

T.2 Mass gravity force of it

on the objects (Ex.Gravity

force and Tides)

68.1

T.9.Telescopes,

satellites and their

usages

73.9

T.3 The motion of the sun

and the planets (Ex. The

orbit of the Planets and their features)

85.4

T.10.Space

studies

(Ex. Apollo.Hubble)

75.7

T.4 The effects of the Sunon the life on Earth

(Ex. The importance of the

Sun as an energy source and

its

effects on the ecology

systems on Earth)

73.5

T.11.Stars andhuge celestial

bodies

(Ex. Nebulas,

galaxies)

81.2

T.5.The motion of the Earth

in a day and around the Sun

T.12.Form of the

Universe and its




(Ex. The formulation of day

and night. A year and

seasons)

76.6

evolution

(Ex. Birth of stars

and galaxies.

Their forms and

evolution)

74.6

T.6.The relationships of the

Sun, the Earth, and theMoon with

each other

(Ex. Solar and lunar eclipse)

80.5

T.13.Other life

forms and other solar systems 68.4

T.7. History of Astronomy

(Ex. Copernic. Kepler.

Galileo. Tycho. Newton)

66.6

T.14.Virtual lines

in the sky:

horoscopes signs

78.6

For elementary school level, Kahraman concluded that “there is a need to increase the interest

level of these students in more abstract subjects such as history of astronomy, light and

shadow, and the concept of time and calendars etc” (p.50).

Kahraman also asked the students with open-ended questions if there are any other topics they

want to learn and which are not mentioned in the questionnaire part. Table 3 show the topics

that elementary students want to learn.

Table.3 Astronomy Subjects Added by the Elementary School Students (Kahraman, 2006).

Main Topic Subtopics

Astronomy Definition of astronomy / Importance of astronomy / Field of

Astronouts Who the astronauts are / Preparations of the astronauts before going

to the space / Life of the astronauts in the space / Duties and jobs of

astronauts in the space / Properties of astronauts’ clothes / Criteria

needed to be an astronaut / The way of nourishment of the astronauts

in the space

The Moon How the Moon appears at nights / Whether it rotates / How it exists /

Why the Moon’s appearance changes in a month / Reasons for lunar

eclipse / Whether there is a gravity force on the Moon / Whether there are any life forms on the Moon / How people can travel from

the Earth to the Moon / Effects of the Moon on the Earth / Reason of

the brightness of the Moon / Characteristics of the soil on the Moon

The Earth How the Earth exists / How and why the Earth rotates and why it is

spherical / Why we do not feel the rotation of the Earth / How the

appearance of the Earth looks like in the space / The distance




between the Earth and the other planets / What relationships there are

between the Earth and the other planets / How great the gravity of the

Earth is / The layers of the Earth and their properties / Whether there

is a planet bigger than the Earth / The importance of the Earth in the

universe / What kind of objects rotate around the Earth / The

evolution process of the Earth

Universe What the universe is / How the universe took its shape / What the

boundaries of the universe are / Whether there are any life forms in

the universe / The way of living in the universe better / How many

planets and stars there are in the universe / How the directions are

determined in the universe / What the size and temperature of the

universe are / How the universe expands / The structure of the

universe

Galaxies Formation and properties of the galaxies

Other

Planets

Formation of the planets / Information about the planets / Life forms in the

planets / Relationships between the planets and their satellites / Probability of

traveling among planets / Weight of the planets / Unusual events in the planets

/ Size of the planets and distance among them / Comparison of the Earth to the

planets

Sky Formation of the sky / Prediction and comprehension of the sky objects’

motion / Why sky is blue / How the sky hangs on the air

The Sun Formation of the Sun / Distance between the Sun and the Earth / Properties of

the planets in the solar system / Formation of the solar system / Reasons for the

solar eclipse / Effects of the Sun in the universe / Bigger stars than the Sun /

Solar energy / Reason for the rise of the Sun and sunset / The layers of the Sun

and properties of each layer / The reason why the Sun warm the Earth but the

Moon does not / Types of the beams in the Sun / Reasons why the Sun does

not slide like the other stars

Mars Properties of the Mars / Life forms on the Mars / Whether there is water on the

Mars / The way to travel to the Mars

Space What the space is, its shape, its size and its limit / What the space ship is and

how it can be produced / For what space ships are used and which materials are

used in the space ships / Kinds of space ships launched in the space / Spacestations / Information about space clothes / Formation of the space / who the

first person in the space was / Life of the astronauts in the space / How the

space ships can come back the Earth / How a person can go out in the space /

Information about space travel / Why space ships reveal the some of

their parts when they launch and why some of them break into pieces in the air

/ Reason for lack of the gravity in the space / How a person and animals live in

the space / How the astronauts move in the space/ What kinds of materials and

devices are used in the space / Whether there is an UFO in the space / Space




studies and information about space garbage

Stars Stars and its properties / Existence of the stars and their lifetime / Whether all

stars are hot / How they turn into black holes / How they shine / Information

about star systems / Why stars appear at night / How they hang on the air /

What the shapes of the stars look like /

Evolution of the stars / What a comet is and its properties

Others Other solar systems / What the bing bang is / What a meteorite is and how it is

formed / What the invisible light in the Earth is / How a day, a moth, and a

year are originated / What light year is / What a black hole is and how it is

formed / Global warming and its reasons / What the mass attraction force is /

Milky way and its properties

Moreover, about the methods that elementary school students prefer to be taught astronomy

topics by, study showed that experimentation and observations are the popular ones among

other methods. In other words, students want to learn astronomy by being active and in a

scientific way. These are very nice results I think.

The results are a bit different for high school students. Percentages of the preferred astronomy

subjects of high school students are shown in Table 3.

Table 3. Percentages of the preferred astronomy subjects of high school students

(Adapted from Kahraman, 2006)

TOPICS % OF

STUDENTS

PREFER THE

TOPIC

TOPICS % OF

STUDENTS

PREFER THE

TOPIC

T.1 Light & Shadow

(Ex. The behaviour of light.

Forms of shadows)

44.2

T.8. The concept

of time and

calendars

55.4

T.2 Mass gravity force of it

on the objects (Ex.Gravityforce and Tides)

54.1

T.9.Telescopes,

satellites and their usages

73.8

T.3 The motion of the sun

and the planets (Ex. The

orbit of the Planets and their

features)

77.0

T.10.Space

studies

(Ex. Apollo.

Hubble)

82.4

T.4 The effects of the Sun

on the life on Earth

(Ex. The importance of the

T.11.Stars and

huge celestial

bodies




Sun as an energy source and

its

effects on the ecology

systems on Earth)

71.8 (Ex. Nebulas,

galaxies)

84.5

T.5.The motion of the Earth

in a day and around the Sun

(Ex. The formulation of dayand night. A year and

seasons)

61.4

T.12.Form of the

Universe and its

evolution(Ex. The birth of

stars and galaxies.

Their forms and

evolution)

77.4

T.6.The relationships of the

Sun, the Earth, and the

Moon with

each other

(Ex. Solar and lunar eclipse)

72.7

T.13.Other life

forms and other

solar systems 74.5

T.7. History of Astronomy

(Ex. Copernic. Kepler.

Galileo. Tycho. Newton)

54.7

T.14.Virtual lines

in the sky:

horoscopes signs

69.6

By these responses Kahraman concluded that high school students also prefer topics which

arouse interest and attention.

Extra topics that high students want to learn are shown in Table 3.

Table.3 Astronomy Subjects Added by the Secondary School Students (Kahraman, 2006).

Main Topic Subtopics

Astronomy Main goals of astronomy / Effects of astronomy in the future / Mythological

aspects of astronomy

Astronouts Criteria for being an astronaut / Tasks and duties of the astronauts /

Education period of astronauts / Interesting experiences of astronauts /

Daily life of astronauts in the space (nourishment, basic needs etc.) /

Whether there is an astronomy school for this job in Turkey

The Earth Formulation of the Earth / Theories related with the end of the Earth

Universe Formulation of the universe / Possible life forms in the universe /

Theories related with the existence of the universe / The beginning of

the time and the universe / Universe-matter-time relations

Galaxies Formulation of galaxies / Types of galaxies and their properties /

Possibility of traveling to other galaxies




Other

Planets

Formulation of the planets / Possibility of life forms in the planets /

Conditions needed to live on the other planets / Structure of the planets

/ Steps of the investigation of the new planets / Motion of the planets in

the solar system / Distant planets

The Sun Effects of the Sun on other planets in the solar system / The amount of

the solar energy and the time of its coming to an end

Space Space ships and their properties / Space ships’ technology / Artificial

satellites and principle working of them / Areas to use them and

benefits of them to the nations / Steps of going to the space / Whether

there are any life forms in the space / Whether there is a UFO in the

space / Theories about the UFOs / The reason why the gravity force is

low in the space

Stars Formulation of the stars / Way of measuring distance of the stars from

the Earth / Comets and their properties

Others Formulation of the stars / Way of measuring distance of the stars fromthe Earth / Comets and their properties

Moreover, majority of high school students answered the question of which method of

instruction would be more necessary to learn astronomy subjects better as making connections

with daily life experiences. Also, students want the usage of visual materials and technologies

in the course and want to be educated by qualified teachers. These are important needs of the

effective astronomy courses indeed.

For the see the opinions of teachers about the astronomy education, in the same study

110 science – physics teachers were involved. The significant things they said are the topics

of “the effects of the Sun on the life on earth” and “the motion of the Earth in a day and

around the Sun” are the most necessary ones to be included in an astronomy course.

For the appropriate grade of subjects that teachers said that:

-Concept of time and calendars,

-The relationships of the Sun, the Earth and the Moon with each other

-motions of the Earth

-Effect of the Sun on life on the Earth are appropriate for grades of primary school.




For elementary school the topics of:

-Light and shadow

- Motion of the Sun ad planets

- Axis inclination of the Earth and its results

-Telescopes, satellites and their usages

- Mass gravity force and its effects on objects are appropriate.

For high school level, the topics of:

-Space studies

-Stars and huge celestial bodies

-The role of gravity force in the solar system

-Form of the universe and its evolution

-Relativity

-Expansion of the universe and its fate

-History of the astronomy

-Other life forms and other solar systems

In 1990, a commission composed of three scientist who are Cemal Aydın, Osman

Demircan and Halil Kırbıyık ( Demircan, 1991) prepared a report about the astronomy

education needs. These were:

- In grades 5 and 6 there should be asn minimum of two hours of astronomy as a separate

lesson.

- Physics education programs shoul include astronomy courses.

- Current physics teachers should be trained in astronomy subjects by designed summer

courses.

- Renewal of astronomy topics in the science lessons in elementary school should be done.

The topic that commission wanted to include in the astronomy curriculum were like that:




- Location and time in space

- Astronomy tools

- Solar system

- Stars

- Galaxies and universe

- Space studies.

SUGGESTIONS, IMPLICATIONS & DISCUSSIONS

We can see from the results of need analysis for Turkish astronomy education that

percentages of students preferred the astronomy topics are above % 60 for each one of the

topics. These are very high ratios and imply that Turkish students have positive attitudes

towards astronomy learning. Moreover, it is found again from the same analysis that students

want to learn many other additional topics about astronomy. But when we compare the

percentages of high school and elementary schools preferred topics, it is clear that percentages

of elementary school students are considerably higher than of high school students. Therefore,

we can say that interest in astronomy topics has a tendency to decrease as grade of students

increase. Hence, this implies that astronomy education should be plausible to be integrated in

earlier grades. That; a modern and concentrated astronomy education in all grades starting

from primary school, is also what Koçer (1991) asserted as solution proposal to make our

facilities of astronomy real. However, beside these, all ratios are still high for both levels. To

conclude by considering these, it is turned out to be an obligation for our researchers to

develop an astronomy program integrated in all levels of education before university and to

use our students’ available interest in an effective way so by.

In the study of Kahraman some number of elementary school students suggested that

“there must be private rooms which are used for astronomy activities in the school”. I think




this is a very fascinating idea of students and may be the starting point of building small

observatories in schools.

Vanichai (2003) a scientist from Thailand mentioned about the need of science teachers

training about astronomy. He said that in Thailand “training programs in short period of

upgrade school teachers are frequently arranged in many universities” (p.33). Moreover,

about the astronomy books he asserted that due to the need of following observations and

researches that fluctuate frequently it is a difficult task to write an upgraded astronomical

book in consequence. Vanichai also said that for usage of multimedia computer-assisted

instruction programs about earth and star a project is being done with educational technology

department in Burapha University. What is more and very attractive he said is I think that the

private observatories and star camping which are arranged frequently by amateur astronomers

can help to observe the real sky. I think those activities can be appropriately done in our

country, Turkey. Vanichai said that while students follow astronomy, guidance from real

experts is requisite for real improvement. Low price small telescopes are also useful for

awaking interest of students in astronomy. I think that all proposals that Vanichai made are

also suitable and needed for Turkish schools.

The most important implication of this report is that like many other countries Turkey

should also include astronomy topics as wide as they did, and also in a meaningful

educational manner. It is obvious that the collaborative work of astronomers and educators is

very important for this important duty.




REFERENCES

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astronomy education in turkey

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