Outreach: Why You Should do it, and How to Succeed

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Youth Groups

Youth groups such as Guides and Scouts have astronomy in almost every level of their programs. The purposes, however, may be different from those of the school curriculum: in Guides, one purpose is to introduce girls to science as an interest and a career; in Scouts, much of the emphasis is on practical outdoor astronomy. Since these youth groups normally meet in the evening, they are an ideal venue for introducing astronomy.

Adult Learners

Not all learning ceases with graduation; there are millions of lifelong learners in Canada. J. Miller (2001) has made some interesting observations about who makes use of "informal" (out-of-school) learning in astronomy: males; people with children; people with education (especially science education); people with an established interest in science, especially astronomy. As I have recently pointed out (Percy & Krstovic 2001), later-life learners are an especially receptive and satisfying audience.

Giving a Good Presentation

Whether you are giving a class or youth group presentation, or a public lecture, there are certain "golden rules" for giving a good presentation:

• Plan ahead: if you are visiting a classroom, talk with the teacher; if you are giving a public lecture, find out about the audience, and check out the lecture room.
• Don't worry if you are nervous: most people are (or should be); but try to be enthusiastic and lively!
• Make sure that all parts of the text and images on your visuals are actually visible (large font, appropriate colour), whether you are using slides, overheads, or PowerPoint; also, make sure that your voice is audible, especially if there are seniors in the audience; use a microphone (or speak loudly) if necessary
• Organize your presentation! Start at a very basic level; divide your presentation into manageable segments (seven minutes is a typical attention span); summarize the segments, and summarize the presentation as a whole
• Be clear and concise: avoid unnecessary jargon; define any new terms, and keep them to a minimum; this is especially important if there are ESL (English as a Second Language) students in the group
• Use analogies and other examples from everyday life; use demonstrations and hands-on activities, especially in the classroom
• Know how much time you have, and keep to it; rehearse, rehearse, rehearse!

Some of these same rules apply if you are participating in a star party, and answering questions at your telescope. Remember that most of your viewers will be unfamiliar with astronomical terminology, and with the 3D geometry which produces the effects which you see in moon phases, the moons of Jupiter, and the rings of Saturn. There is no better way to learn how to explain things simply and vividly than to read an article or book by Terence Dickinson!

Partnerships, Networks, and Nodes

The Canadian astronomy E/PO initiative will succeed if members of the astronomical and educational communities work together, as partners. That means professional and amateur astronomers, and educators of all kinds. Every partner has something to offer. Good partnerships are based on communication and respect. We envision a structure in which astronomy education resources are identified (and created only if necessary), and disseminated through a national network in many ways. A web site will be useful, but is not always sufficient. A related need will be for workshops to "train the trainers" in all parts of the country. This can be accomplished through a system of "nodes". Nodes may be located in major cities, and/or any centre where there is astronomical activity. The nodes are made up of members of the local astronomical and educational community. In 2002, we re-established the Greater Toronto Area node. It includes representatives of two universities, the RASC, the Ontario Science Centre and Royal Ontario Museum, the Canadian Space Resource Centre, the Toronto District School Board, and a science journalist or two. Two activities were: to organize a one-day workshop for teachers on Astronomy Day 2002, and to organize a series of star parties across the GTA to see the array of five naked-eye planets in April-May 2002. In Montreal, there are plans to organize a node on the Project ASTRO model (see Resources below). Other informal nodes undoubtedly exist. We welcome suggestions about such a partner/network/node structure.

Resources

1. ACTUA (Hands-On Science and Technology for Youth):
   http://www.actua.ca
2. Canadian Careers in Astronomy: Careers in Astronomy
3. Ontario Curriculum:
   http://www.edu.gov.on.ca/eng/curriculum/secondary/science.html
4. Frequently Asked Questions: Astronomy FAQ
5. Guide and Scout Astronomy: Guide and Scout Requirements
6. Hands-On Activities - General: www.astrosociety.org/education/activities/activities.html
7. Hands-On Activities - Exemplary Pedagogical: www.learner.org/teacherslab/pup/
8. Learning Theories: www.funderstanding.com/about_learning.cfm
9. Let's Talk Science: www.letstalkscience.ca
10. Long-Range Plan for Astronomy in Canada: www.casca.ca/lrp/
11. Misconceptions: http://www.physics.umaine.edu/ncomins/ and www.badastronomy.com/bad/misc/
12. Misconceptions: On-Line Questionnaire:
    www.oise.utoronto.ca/~ewoodruff (webpage offline)
13. NASA Picture of the Day: antwrp.gsfc.nasa.gov/apod/
14. Project ASTRO, Family ASTRO: www.astrosociety.org/education/astro/project_astro.html
15. Public Speaking Tips: www.toastmasters.org/tips.asp
16. Sky Information On-Line: http://www.astronomy-watch.com

Acknowledgements

The Canadian Astronomy E/PO Initiative is a project of the Canadian Astronomical Society in partnership with the RASC and other organizations. It is funded by CASCA, the Westar Trust, NSERC Canada's PromoScience Program, and Enterprise, Innovation, and Opportunity Ontario. I thank Sarah Torrie and several other students at the University of Toronto who have contributed to this effort.

References

Comins, N.F. 1998, "Identifying and Addressing Astronomy Misconceptions in the Classroom", in New Trends in Astronomy Teaching, ed. L. Gouguenheim, D. McNally & J.R. Percy, Cambridge UP, 118

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