Project LINK (A Live and Interactive Network of Knowledge), is a collaboration of Eureka Scientific, Inc., the San Francisco exploratorium Science Museum, and NASA/Ames Research Center. Project LINK has demonstrated video-conferencing capabilities from the Kuiper Airborne Observatory (KAO) to the San Francisco Exploratorium in the context of science education outreach to K-12 teachers and students. The project was intended to pilot-test strategies for facilitating the live interface between scientists and K-12 teachers aboard the KAO with their peers and students through the resources and technical expertise available at science museums and private industry. The interface was based on Internet/macintosh video conferencing capabilities which allowed teachers and students at the Exploratorium to collaborate in a live and interactive manner with teachers and scientists aboard the KAO. The teachers teams chosen for the on-board experiments represented rural and urban school districts in California. The teachers interfaced with colleagues as part of the NASA-Funded Project FOSTER (Flight Opportunities for Science Teacher Enrichment).

As yet, astronomy, the most ancient of all sciences, surprisingly is not included in French secondary science classes. Recent trends in favour of a more attractive and motivating scientific education have taken it up.

Astronomy has, at all times, been arising curiosity, and now provides a privileged field to scientific approach :

1. • Observation of the vault of heaven and its peculiarities

2. • Description of its general appearance and of the specific movement of stars and planets

3. • Measurement of distances, coordinates and angles.

4. • This will make it possible to define successive models, which will be ever closer to the observed reality.

The Teaching and Learning Technology Programme (TLTP) in the UK was launched in 1992 to “develop innovations in teaching and learning through the power of technology”. Increasing numbers of students with mixed abilities and backgrounds were entering into higher education. Flexible course structures and the need for remedial teaching added further motivation in the search for methods of improving productivity and efficiency.

Since 1992 over 33 million of funding has been awarded to 76 projects spanning the university curriculum. When support from host institutions is taken into account, overall funding for the TLTP is estimated at 75 million. TLTP materials are now becoming available to assist institutions in maintaining and enhancing the quality of their teaching provision. The successful implementation of this new technology is requiring each institution to rethink its teaching and learning strategies (Laurillard, 1993).

The Open University is the UK's foremost distance teaching university. For over twenty five years we have been presenting courses to students spanning a wide range of degree level and vocational subjects. Since we have no pre-requisites for entry, a major component of our course profile is a selection of foundation courses comprising one each in the Arts, Social Science, Mathematics, Technology and Science faculties. The Science Faculty's foundation course is currently undergoing a substantial revision. The new course, entitled “S103: Discovering Science”, will be presented to students for the first time in 1998.

Sometimes I find my self in a society in the middle of The Global Village and sometimes in a society in a little state with a large number of computers not speaking the language I usually talk. When a prevailing part of the population are working in one area the society is named after that area, allthough a lot of other things can characterize the society. The latest societies are:

1. • Agricultural society

2. • Industrial society

3. • Information society

The agricultural and industrial societies have come to an end. When a society comes to an end, it is usually because the efficiency of production reaches a level higher than necessary, to keep all the workers busy. Many of the workers are attracted to other kinds of work, which gives rise to the next culture.

Imagine trying to teach reading to students who do not know the alphabet or driving to someone who does not know the purpose of the brake. As teachers, we have a view of what the fundamental ideas that our field are and make decisions about their coverage and order in our courses. Yet, research shows that students rarely have the foundation that we expect; they hold misconceptions about the physical world that actually inhibit the learning of many scientific concepts. Moreover, the metaphors that we employ for building student understanding: reliving the historical development of the field, journeying from the closest to farthest reaches of the universe, and observing the objects in the sky, are only based on our own beliefs in their effectiveness. Empirical evidence shows that they are of little value; there is rarely any lasting change in students’ conceptual understanding in science.

In recent years much research into conceptual understanding of science has been carried out. Oddly, Astronomy (one of the smallest sciences in terms of pupil numbers) is possibly one of the most widely studied subjects, with numerous papers being produced revealing the intuitive ideas of (usually) young school children. Within these papers it is generally recognised that if students cannot assimilate the fundamental concepts of a subject, then their own initial frameworks are altered accordingly, producing mis-conceptions.

Much of this research into pre/mis-conceptions, alternative frameworks etc, has been concerned with the knowledge of gravity or the shape of the Earth, the Sun and other such bodies. Another area heavily researched is that of phases/eclipses, and how the young children of today perceive these phenomena.

The research presented here takes the findings from earlier papers and extends it by assessing astronomy students at the University of Plymouth.

Students come into our classrooms with many misconceptions about science in general and astronomy in particular (see numerous papers and references in Novak, 1993 and Pfundt & Duit 1993). These beliefs evolve from a variety of sources throughout childhood and adolescence (Comins, 1993a, 1993b, 1995). I have found that directly addressing these incorrect beliefs in the context of their origins helps my students replace them with correct knowledge. By understanding the origins of their misconceptions students can screen information more effectively, i.e., they learn to think more critically. My purpose in this paper is to briefly identify origins of misconceptions and classroom techniques for replacing them.

Michigan State University (MSU) serves a large and diverse student population, ∼ 1000 of whom take the astronomy course for non-science majors each year. Significant resources are also invested in the related astronomy lab, enrolling about half the lecture students. Although this lab is optional, the students are required to complete one lab course for their degree. In the fall of 1995, we undertook an extensive assessment of student learning in these astronomy courses.

For the teaching of astronomy there can be no alternative to the hands-on experience of using instruments on a real telescope observing on a clear dark night. Such experience is not possible for millions of students who are excited by the ideas of astronomy. It is not merely one of cost. The logistics of assembling a class of students after school hoping for clear skies destroys the possibilities of real observing for the majority of students. Robot telescopes change all that.

In educational terms a robot telescope can provide a range of experiences of observational astronomy. The development of CD-ROM and the Internet to support classroom learning have produced the concept of REAL(Dunlap 1996): a Rich Environment for Active Learning as an appropriate framework on which to develop the classroom response to these technologies. The Bradford Robot Telescope has demonstrated student centred experiences to generate a Rich Environment for Active Learning(REAL), for astronomy.

There are those who argue that children have little familiarity with the sky and that the study of astronomy should be put off until they're older. We believe, on the other hand, that children have an intimate daily rapport with the sky, the sun and moon especially, based on genuine affection for these celestial bodies which is often expressed in their fantasies, reminiscent of ancient mythology and present-day primitive cultures. Their initial conceptions of celestial objects and phenomena bring to mind ancient philosophical conceptions and the kind of erroneous thinking induced by present-day culture and mass media, and make us aware of how difficult it is to develop personal perceptions and of the powerful emotions that prevent or inhibit us from building new ones.

It is now well established that children construct their own explanations for the easily observed astronomical events before they receive any formal education in astronomy (see Mali & Howe, 1985; Nussbaum & Novak, 1976; Vosnaidou, 1991. It is also generally accepted that childrens notions, or ‘alternative frameworks’ are tenacious and frequently pass into adulthood (Gunstone et al, 1981). Baxter's (1989) survey revealed a hierarchy of alternative frameworks about astronomy that became less naive as age increases, but also revealed that many pupils leaving school at the age of 16 years did not explain the easily observed astronomical events within a post-Copernican framework.

Introductory remarks on astronomy education in Croatia are given. Since the learning process is a complex intellectual and emotional process which should be supported during the interaction with the teacher, different approaches should be used. Tests could give useful insight into preconceptions. The following approaches should be balanced: historical approach, discovery approach (by the use of self-made tools and courtyard observations), and thorough inclusion of novel scientific results and views (to which a special precaution has been paid).

A typical science course at the high school level includes some information on planets and their moons. For example, it is well-known that Jupiter has 16 moons and Saturn has 18 moons. Add to this the enthusiasm of the public in the collision of comet Shoemaker-Levy 9 with Jupiter in July 1994. This immediately raises the possibility of a collision of a comet with a moon of Jupiter. Due to this possibility a strange fact about these moons comes into the picture, that is some of them are prograde in nature and some are retrograde. Can these two types of moons pose any problems in teaching ? The present situation in education leads us to believe that they can pose some problems. It is described below, in support of this answer.

For decades, planetariums have been created to serve the cause of astronomical enlightenment - to offer people knowledge and understanding and a sense of place in a universe far bigger than themselves. It is an important role and one that we in planetariums continue to play - changing, we hope, as times, technology, educational philosophies, and our view of the universe change.

The first projection planetarium was demonstrated by the Zeiss Optical Company at the Deutsches Museum in Munich, Germany in 1923. By 1970, the height of the Apollo moon program, there were an estimated 700 to 800 planetariums in the world, half of them less than six years old. Today, 26 years later, that number has more than doubled to a little over 2,000.

The universe of marine navigators and surveyors is basically a geocentric one. All calculations necessary for reducing celestial observations to obtain directional or positional information can be carried out within the pre- Copernican two sphere hypothesis. Some mature students on the degree courses have practical experience of navigation at sea but are not used to more abstract ways of thinking. However, most courses in navigation require students to understand the many corrections that have to be applied in astro-navigation. The planetarium can be used to illustrate the basic concepts of the two sphere hypothesis, although other methods are needed to understand the nautical almanac and the principles used in its calculation.

The total solar eclipse of October 24, 1995, whose central line cut across the subcontinent of India, was only the second total solar eclipse visible from India in this century. The previous total eclipse visible from India occurred on February 16, 1980. At that time the print media filed widely varying reports on what the effect of seeing the eclipse would be, without much coordinated input from astronomers. With the new confused advice reinforcing old fears, almost the entire population literally hid indoors, fearing the worst. Many Indian astronomers silently resolved to themselves then, that public education must be taken up with the same level of seriousness as research programmes during the next eclipse.

I would like to dedicate this paper to the memory of professor Edith A. Müller, deceased at the age of 77 a year ago, on July 24, 1995, until her retirement working at Geneva Observatory. She had been at the very beginnings of our IAU Commission 46 in the late sixties, she had been its President in 1970 when we all met during the General Assembly in Brighton, she always took great interest in further educational developments. I am personally grateful to her for much helpful advice during Commission 46 meetings at the General Assembly of 1985 in New Delhi. Wonderful teacher and organizer, she was also an extremely kind lady.

The UK is experiencing a relative Golden Age for planetaria, thanks in many ways to its national curriculum. In 1991 the British government finally bowed to many years of steady pressure by interest groups and introduced into a new and controversial general curriculum a requirement for pupils to attain knowledge about the Earth-Moon system, solar system objects and basic cosmology. Prior to this there had been no science curriculum for pupils aged under 11. Astronomy formed a small part of nature study. The science education of 11–16 year-olds depended on their GCSE syllabuses.

The impact of public education is without question in the ‘public good’ domain and hence there is really no need to justify the demand for it. However, some professionals and scientists remain unconvinced about the necessity for it. This paper will lay out the benefits it holds for the scientists, categorise the target groups and identify the methods of approach for each target group and finally outline some strategies that can be adopted to achieve the educational aims.