How do students learn astronomy? How can the World-Wide Web be used to teach? And how do planetariums help with educating the public? These are just some of the timely questions addressed in this stimulating review of new trends in the teaching of astronomy. Based on an international meeting hosted by the University of London and the Open University (IAU Colloquium 162), this volume presents articles by experts from around the world. The proceedings of the first IAU Colloquium (105), The Teaching of Astronomy, edited by Percy and Pasachoff, were first published in 1990 and soon became established as the definitive resource for astronomy teachers. Astronomy education has advanced enormously in the intervening 7 years, and this sequel will inspire and encourage teachers of astronomy at all levels and provide them with wealth of ideas and experience on which to build.

Astronomy is taught in schools worldwide, but few schoolteachers have any background in astronomy or astronomy teaching, and available resources may be insufficient or non-existent. This volume highlights the many places for astronomy in the curriculum; relevant education research and 'best practice'; strategies for pre-service and in-service teacher education; the use of the Internet and other technologies; and the role that planetariums, observatories, science centres, and organisations of professional and amateur astronomers can play. The special needs of developing countries, and other under-resourced areas are also highlighted. The book concludes by addressing how the teaching and learning of astronomy can be improved worldwide. This valuable overview is based on papers and posters presented by experts at a Special Session of the International Astronomical Union.

The effects of light pollution on flora, fauna -including humans and their widely varying night-time activities- are often subtle and need extensive field studies to be quantified in a sensible manner. Some of the highlights were: The presentation of the 1st world atlas of artificial night sky brightness (Cinzano et al.); the article by the International Darksky Association on their world-wide efforts to curb light pollution (Alvarez del Castillo et al.); the laws controlling light pollution implemented in Spain (Diaz et al.) and Chile (Sanhueza et al.), an overview of the work on radio frequency protection of sites (Cohen et al.) and the excellent introduction to the topic from the Chilean point of view (Daud). Related topics in the book are light pollution education, aircraft contrails, space advertising (with an added document provided by the relevant UN commission), and an experiment on involving the population of an entire country in measuring sky brightness, by using the internet and the media. The text is aimed at professionals from a wide range of disciplines related to lighting and its effects on the night-time environment in the broadest sense of the word. Lay persons interested in this emerging multi-disciplinary field can also find much of interest in this book.

An exciting introduction to astronomy, using recent discoveries and stunning photography to inspire non-science majors about the Universe and science.

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia

IAU Transactions XXVIB contains the Proceedings of the IAU XXVII General Assembly held in Prague, 14-25 August 2006, hosting a total of 2412 participants from 73 countries. The Assembly featured a rich scientific program, comprising 6 Symposia, 17 Joint Discussions and 7 Special Sessions. During the program about 650 papers were presented and more than 1550 posters displayed. The Proceedings of the 6 Symposia have been published in the Proceedings of the IAU Symposia Series, and the proceedings of the Joint Discussions and Special Sessions feature in IAU Highlights of Astronomy, 14. Together with those 7 volumes, these Transactions cover the entire General Assembly. In addition to the scientific program, the XXVI General Assembly hosted the regular Business Meetings of the EC, the 12 Divisions, 40 Commissions and 75 Working Groups. This volume records the organizational and administrative business of the XXVI General Assembly and the status of the IAU membership.

Dr. Orchiston is a foremost authority on the subject of New Zealand astronomy, and here are the collected papers of his fruitful studies in this area, including both those published many years ago and new material. The papers herein review traditional Maori astronomy, examine the appearance of nautical astronomy practiced by Cook and his astronomers on their various stopovers in New Zealand during their three voyagers to the South Seas, and also explore notable nineteenth century New Zealand observatories historically, from significant telescopes now located in New Zealand to local and international observations made during the 1874 and 1882 transits of Venus and the nineteenth and twentieth century preoccupation of New Zealand amateur astronomers with comets and meteors. New Zealand astronomy has a truly rich history, extending from the Maori civilization in pre-European times through to the years when explorers and navigators discovered the region, up to pioneering research on the newly emerging field of radio astronomy during WWII and in the immediate post-war years. A complete survey of a neglected but rich national astronomical history, this does the subject full and comprehensive justice.