Status of Astronomy Education in India: A Baseline Survey

TL;DR

This nationwide survey in India reveals significant gaps in astronomy knowledge and resource access among secondary students, highlighting socioeconomic disparities and strong interest in the subject, informing future educational improvements.

Contribution

First comprehensive baseline survey on astronomy education in India, providing detailed insights into student knowledge, resource access, and disparities across socioeconomic and gender groups.

Findings

Major deficiencies in students' understanding of basic astronomy concepts.

Limited access to telescopes and planetariums nationwide.

High interest in astronomy despite educational and resource challenges.

Abstract

We present the results of a nation-wide baseline survey, conducted by us, for the status of Astronomy education among secondary school students in India. The survey was administered in 10 different languages to over 2000 students from diverse backgrounds, and it explored multiple facets of their perspectives on astronomy. The topics included students' views on the incorporation of astronomy in curricula, their grasp of fundamental astronomical concepts, access to educational resources, cultural connections to astronomy, and their levels of interest and aspirations in the subject. We find notable deficiencies in students' knowledge of basic astronomical principles, with only a minority demonstrating proficiency in key areas such as celestial sizes, distances, and lunar phases. Furthermore, access to resources such as telescopes and planetariums remain limited across the country. Despite these challenges, a significant majority of students expressed a keen interest in astronomy. We further analyze the data along socioeconomic and gender lines. Particularly striking were the socioeconomic disparities, with students from resource-poor backgrounds often having lower levels of access and proficiency. Some differences were observed between genders, although not very pronounced. The insights gleaned from this study hold valuable implications for the development of a more robust astronomy curriculum and the design of effective teacher training programs in the future.