Reading the Sky and The Spiral of Teaching and Learning in Astronomy

TL;DR

This paper proposes a new theoretical framework called Reading the Sky, integrating disciplinary knowledge, discernment, and three-dimensionality to enhance astronomy teaching and learning.

Contribution

It introduces a novel competency model for astronomy education, combining empirical data analysis with a new pedagogical approach called the Spiral of Teaching and Learning.

Findings

The Reading the Sky model integrates knowledge and discernment.

The framework is supported by empirical qualitative data.

Examples demonstrate practical application in teaching.

Abstract

This theoretical paper introduces a new way to view and characterize teaching and learning astronomy. It describes a framework, based on results from empirical data, analyzed through standard qualitative research methodology, in which a theoretical model for vital competencies of learning astronomy is proposed: Reading the Sky. This model takes into account not only disciplinary knowledge but also disciplinary discernment and extrapolating three-dimensionality. Together, these constitute the foundation for the competency referred to as Reading the Sky. In this paper, I describe these concepts and how I see them being connected and intertwined to form a new competency model for learning astronomy and how this can be used to inform astronomy education to better match the challenges students face when entering the discipline of astronomy: The Spiral of Teaching and Learning. Two examples are presented to highlight how this model can be used in teaching situations.