Book contents
- Frontmatter
- Contents
- List of illustrations
- Preface
- Introduction
- Part I Astronomy in the curriculum around the world
- Part II Astronomy education research
- Part III Educating students
- Introduction
- 8 Textbooks for K–12 astronomy
- 9 Distance/Internet astronomy education
- Open discussion
- Poster highlights
- Part IV Educating teachers
- Part V Astronomy and pseudoscience
- Part VI Astronomy and culture
- Part VII Astronomy in developing countries
- Part VIII Public outreach in astronomy
- Part IX The education programs of the International Astronomical Union
- Part X Conclusions
- Author index
- Subject index
Open discussion
Published online by Cambridge University Press: 18 May 2010
Book contents
- Frontmatter
- Contents
- List of illustrations
- Preface
- Introduction
- Part I Astronomy in the curriculum around the world
- Part II Astronomy education research
- Part III Educating students
- Introduction
- 8 Textbooks for K–12 astronomy
- 9 Distance/Internet astronomy education
- Open discussion
- Poster highlights
- Part IV Educating teachers
- Part V Astronomy and pseudoscience
- Part VI Astronomy and culture
- Part VII Astronomy in developing countries
- Part VIII Public outreach in astronomy
- Part IX The education programs of the International Astronomical Union
- Part X Conclusions
- Author index
- Subject index
Summary
Educating students using robotic telescopes
Case Rijsdijk: Robotic telescopes are an oxymoron – how much time in terms of human resources is needed to maintain a telescope?
Jayant Narlikar: Our center, the Inter-University Center for Astronomy and Astrophysics (IUCAA), in Pune, India, uses the Internet to operate a small telescope at Mt. Wilson, California, for school children at Pune. There is a time difference of 12½ hours, which makes it possible for the schoolchildren to use direct observing methods. I think all such groups that use the Internet for remote observing by schoolchildren should get together and exchange their experiences. It would help to have an email directory of such groups.
Nick Lomb: Remote-controlled telescopes are an important new teaching resource. However, we need to make observation with them as exciting as possible. We suggest real-time observing with contact with an observer at the telescope. Adding “bells and whistles” such as a webcam showing the motor of the telescope would be most useful. A second problem is overcoming teacher reluctance to try new technology as well as training them to have enough astronomical background and technical knowledge to operate the telescope.
Information
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- Chapter
- Information
- Teaching and Learning AstronomyEffective Strategies for Educators Worldwide, pp. 117 - 118Publisher: Cambridge University PressPrint publication year: 2005
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