"Universe Awareness: Stimulating Young Children with the Beautiful Universe"
C. Odman
Presented at:
Second Advanced International Colloquium on Building the Scientific Mind 2007
Vancouver, Canada
May 2007
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This document discusses Universe Awareness (UNAWE), an initiative to expose underprivileged children ages 4-10 to astronomy. UNAWE aims to broaden children's perspectives and stimulate tolerance through the inspirational aspects of science. It uses hands-on materials, games, songs and cartoons translated into multiple languages to teach about the beauty and scale of the universe. UNAWE also provides teacher training and an international network for collaboration. Its goals are to develop children's cognitive skills, reach large numbers, and support the UN's education and gender equality goals.
This document describes Universe Awareness (UNAWE), an initiative to expose underprivileged children ages 4-10 to astronomy. UNAWE aims to broaden children's perspectives and stimulate tolerance using inspirational astronomy lessons. It has run pilot programs in Venezuela and Tunisia and involves educators from over 20 countries developing culturally-relevant astronomy materials. UNAWE seeks to reach large numbers of children and support the UN's education goals through a bottom-up approach driven by local needs.
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This document provides an introduction to the study of history. It asks questions about what history studies, the importance of studying history, how knowledge of history can be applied in one's own country, and how history can help understand different cultures around the world. The document suggests studying history in groups through research, collaboration, and presentations to learn about topics like ancient civilizations, the Middle Ages, and European colonization of America.
The document summarizes activities from an education project meeting in Mardin, Turkey between students and teachers. They visited local schools and sites, participated in music, arts, and sports. Cultural experiences included Turkish dancing, henna ceremonies, and food. They also toured the claimed oldest university in the world at the Mor Jacob Monastery from the 4th century and enjoyed scenic views of the Beyazsu River valley.
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Sensory stimulation activities are appropriate for persons with severe dementia as they can benefit from activities that stimulate the five senses. The presentation reviews how to plan and conduct sensory stimulation activities using a person's interests and strengths identified during an activity assessment. Examples of successful sensory activities that target each sense are provided, such as a hymn sing for auditory stimulation or an ocean-themed activity combining multiple senses. The benefits of sensory stimulation for people with dementia include reducing isolation and apathy while increasing engagement and quality of life. Keys to success include thorough assessment, patience, adapting activities, and observing responses.
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This document describes Universe Awareness (UNAWE), an initiative to expose underprivileged children ages 4-10 to astronomy. UNAWE aims to broaden children's perspectives and stimulate tolerance using inspirational astronomy lessons. It has run pilot programs in Venezuela and Tunisia and involves educators from over 20 countries developing culturally-relevant astronomy materials. UNAWE seeks to reach large numbers of children and support the UN's education goals through a bottom-up approach driven by local needs.
"Universe Awareness Presentation"
C. Odman
Presented at: Planetarium Through Ages: Vision 2027
Conference of Indian Planetaria held in celebration of the 30 year anniversary of the Birla Planetarium in Mumbai.
Mumbai, India
March 2007
The document describes Universe Awareness (UNAWE), a global initiative to expose underprivileged children ages 4-10 to inspirational astronomy in order to broaden their perspectives, enhance their understanding of the world, and demonstrate the power of rational thought. UNAWE aims to communicate the beauty and scale of the universe to young children using entertaining materials developed by education professionals and to develop cognitive skills through inspirational astronomy. The initiative involves developing culturally relevant astronomy programs and materials, implementing pilot projects, and building an international network to coordinate independent astronomy education efforts worldwide.
Universe Awareness in the UK: It's all about opportunitiesunawe
"Universe Awareness in the UK: it's all about opportunities"
C. Odman
Presented at: National Astronomy Meeting, UK 2007
Preston, United Kingdom
April 2007
Universe Awareness - Inspiring Young Childrenunawe
"Universe Awareness - Inspiring Young Children"
C. Odman
Presented at: International Astronautical Congress (IAC)
Touching Humanity: Space for Improving the Quality of Life
Hyderabad, India
September 2007
"Presentation of UNAWE"
Claus Madsen
Introduction to the Universe Awareness programme. Presented at 2nd UNAWE International Workshop.
(Date: October 2006)
Universe Awareness - Inspiring Young Childrenunawe
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S. Levin
Presented at: Communicating Astronomy with the Public 2007 (CAP 2007)
Athens, Greece
Date: October 9, 2007
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C. Odman
Presenting UNAWE to representatives of the Irish astronomy and education communities.
November 2006.
2.2 and 2.3 Intellectual Revolutions_ancient Civilizations.pdfzeniatheadulay
This document outlines the content and schedule for a course on Science, Technology and Society. The course deals with interactions between science and technology in social, cultural, political and economic contexts. It meets twice a week for 2 hours each meeting and covers topics like historical antecedents of science and technology, intellectual revolutions, and specific contemporary issues. The course uses assignments, quizzes, and class participation to determine grades. Module 2 discusses intellectual revolutions like those of Copernicus, Darwin and Freud that transformed society's understanding of the world. It also examines early cradles of science in regions like Mesoamerica, Asia, and the Middle East.
The document discusses the need to "Islamize knowledge" by separating elements of Western civilization from knowledge as it is currently conceived and taught. It argues that Western knowledge has been shaped by dualistic, secular, and humanist elements that do not represent the true purpose and vision of knowledge according to Islam. Islamizing knowledge means establishing the correct epistemological foundations and categories of knowledge based on Islamic principles, and de-Westernizing fields of study by evaluating them according to an Islamic worldview rather than through Western lenses. This process may require reforming the methodologies, assumptions, and philosophies of various academic disciplines as well as the institutions that teach them.
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A presentation about Astronomy and Culture given by Nancy Ali during the 2012 Astronomy to Inspire and Educate Young Children: EU Universe Awareness Workshop.
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This document outlines the topics and schedule for a course on Science, Technology and Society. It is divided into three main sections: 1) Historical influences of social factors on science and technology, 2) Intellectual revolutions and their impact on society, and 3) Specific contemporary issues in science and technology. Some of the individual topics that will be covered include the information age, biodiversity, nanotechnology, and gene therapy. The course will examine the relationships between science, technology, and humanity.
The document summarizes the development and goals of the UNAWE (Universe Awareness) program and the Universe in the Box educational kit. It discusses how the kit aims to inspire children's interest in science and technology using astronomy concepts tailored for different ages and cultures. The kit covers topics like the Earth-Moon-Sun system, the solar system, constellations, and the life cycles of stars. It has been implemented and tested in several countries. The document also outlines plans for an Islamic Heritage Astronomy kit that would showcase the contributions of Muslim scientists and use astronomy concepts to foster cultural understanding.
The Scientific Revolution was a revolution in human understanding of the physical universe that began in the 17th century with figures like Kepler and Galileo. Prior to this, science was based almost entirely on reasoning rather than experimentation or observation. Factors that led to the Scientific Revolution included the rise of universities, contact with non-Western societies, the Renaissance, and exploration. Rationalism and empiricism, pioneered by figures like Descartes and Bacon, helped shift science towards experimentation and the scientific method.
"Universe Awareness Presentation"
C. Odman
Presented at: Planetarium Through Ages: Vision 2027
Conference of Indian Planetaria held in celebration of the 30 year anniversary of the Birla Planetarium in Mumbai.
Mumbai, India
March 2007
The document describes Universe Awareness (UNAWE), a global initiative to expose underprivileged children ages 4-10 to inspirational astronomy in order to broaden their perspectives, enhance their understanding of the world, and demonstrate the power of rational thought. UNAWE aims to communicate the beauty and scale of the universe to young children using entertaining materials developed by education professionals and to develop cognitive skills through inspirational astronomy. The initiative involves developing culturally relevant astronomy programs and materials, implementing pilot projects, and building an international network to coordinate independent astronomy education efforts worldwide.
Universe Awareness in the UK: It's all about opportunitiesunawe
"Universe Awareness in the UK: it's all about opportunities"
C. Odman
Presented at: National Astronomy Meeting, UK 2007
Preston, United Kingdom
April 2007
Universe Awareness - Inspiring Young Childrenunawe
"Universe Awareness - Inspiring Young Children"
C. Odman
Presented at: International Astronautical Congress (IAC)
Touching Humanity: Space for Improving the Quality of Life
Hyderabad, India
September 2007
"Presentation of UNAWE"
Claus Madsen
Introduction to the Universe Awareness programme. Presented at 2nd UNAWE International Workshop.
(Date: October 2006)
Universe Awareness - Inspiring Young Childrenunawe
"Universe Awareness - Inspiring Young Children"
S. Levin
Presented at: Communicating Astronomy with the Public 2007 (CAP 2007)
Athens, Greece
Date: October 9, 2007
1st UNAWE Ireland Meeting in Armagh (Ireland)
C. Odman
Presenting UNAWE to representatives of the Irish astronomy and education communities.
November 2006.
2.2 and 2.3 Intellectual Revolutions_ancient Civilizations.pdfzeniatheadulay
This document outlines the content and schedule for a course on Science, Technology and Society. The course deals with interactions between science and technology in social, cultural, political and economic contexts. It meets twice a week for 2 hours each meeting and covers topics like historical antecedents of science and technology, intellectual revolutions, and specific contemporary issues. The course uses assignments, quizzes, and class participation to determine grades. Module 2 discusses intellectual revolutions like those of Copernicus, Darwin and Freud that transformed society's understanding of the world. It also examines early cradles of science in regions like Mesoamerica, Asia, and the Middle East.
The document discusses the need to "Islamize knowledge" by separating elements of Western civilization from knowledge as it is currently conceived and taught. It argues that Western knowledge has been shaped by dualistic, secular, and humanist elements that do not represent the true purpose and vision of knowledge according to Islam. Islamizing knowledge means establishing the correct epistemological foundations and categories of knowledge based on Islamic principles, and de-Westernizing fields of study by evaluating them according to an Islamic worldview rather than through Western lenses. This process may require reforming the methodologies, assumptions, and philosophies of various academic disciplines as well as the institutions that teach them.
The document discusses the philosophy of realism and its implications for education. It outlines four forms of realism - scholastic, humanistic, social, and sense-realism. Key philosophers discussed include Aristotle, Aquinas, Bacon, and Locke. Realism holds that the external world exists independently of the mind and can be understood through observation and experience. In education, realism emphasizes understanding the material world, a practical curriculum focused on science and culture, and developing the whole person.
Class4 - The Scientific Method to PsycholinguisticsNathacia Lucena
This document provides an overview of the scientific method as it applies to the field of psycholinguistics. It begins by defining psycholinguistics as aiming to understand how language is acquired, processed in the mind, and differs from animal communication systems. The scientific method is then described as involving observing phenomena, formulating hypotheses, experimentally testing hypotheses, analyzing results, and reporting findings. The results either support a hypothesis or lead to reformulating it for further testing. Key aspects of the scientific method discussed include defining variables, developing experiments, using statistics, considering all factors, and being open to revising theories based on evidence. The document presents the scientific method as the systematic approach used in psycholinguistics to further understanding of language.
A presentation about Astronomy and Culture given by Nancy Ali during the 2012 Astronomy to Inspire and Educate Young Children: EU Universe Awareness Workshop.
This document discusses the concept of science education in the Philippines. It focuses on teaching and understanding science to prepare citizens for a world driven by science and technology. It emphasizes developing skills and knowledge necessary to live in an age of science. The document also discusses views from John Dewey, who stressed using nature to teach students, and Karl Marx, who believed science would be an important subject. It outlines that basic education should help students learn everyday science concepts, while tertiary education develops understanding of science ideas and prepares students for science-related careers.
This document outlines the topics and schedule for a course on Science, Technology and Society. It is divided into three main sections: 1) Historical influences of social factors on science and technology, 2) Intellectual revolutions and their impact on society, and 3) Specific contemporary issues in science and technology. Some of the individual topics that will be covered include the information age, biodiversity, nanotechnology, and gene therapy. The course will examine the relationships between science, technology, and humanity.
The document summarizes the development and goals of the UNAWE (Universe Awareness) program and the Universe in the Box educational kit. It discusses how the kit aims to inspire children's interest in science and technology using astronomy concepts tailored for different ages and cultures. The kit covers topics like the Earth-Moon-Sun system, the solar system, constellations, and the life cycles of stars. It has been implemented and tested in several countries. The document also outlines plans for an Islamic Heritage Astronomy kit that would showcase the contributions of Muslim scientists and use astronomy concepts to foster cultural understanding.
The Scientific Revolution was a revolution in human understanding of the physical universe that began in the 17th century with figures like Kepler and Galileo. Prior to this, science was based almost entirely on reasoning rather than experimentation or observation. Factors that led to the Scientific Revolution included the rise of universities, contact with non-Western societies, the Renaissance, and exploration. Rationalism and empiricism, pioneered by figures like Descartes and Bacon, helped shift science towards experimentation and the scientific method.
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Universe Awareness: Stimulating Young Children with the Beautiful Universe
1. Universe Awareness
UNAWE
Carolina Ödman
Building the Scientific Mind carolina.odman@unawe.org
Vancouver, Canada http://www.unawe.org/
May 29, 2007
UNAWE Philosophy
• Initiative for a worldwide scientific culture.
• Expose very young (ages 4 - 10 years), underprivileged
children to the inspirational aspects of astronomy.
– Broaden their perspective
– Enhance their understanding of the world
– Demonstrate the power of self-determined thought
• By broadening children’s minds, UNAWE hopes to
stimulate tolerance and internationalism
1
2. Motivation
• Beauty and size of the Universe excite young children
• Basic knowledge of the Universe is a Birthright
• Ages 4 - 10 are crucial for child development
• Knowledge about the Universe can broaden the mind
• Why young and underprivileged children?
– Need is greatest
– Cognitive disparities increase with age
– Cultural differences less pronounced
Astronomy for Peace Education
• Science • Multidisciplinary
– Investigation, curiosity – The big questions
– Ambassador for all
sciences
• FUN!
– Development of – Beautiful images
technology – Extreme conditions
• Culture – Unreachable yet
– History available to all
past & in the making!
– Cultural heritage
2
3. Astronomy as Science
• Curiosity and sense of adventure
• Rational explanations
• Astronomy is multidisciplinary
– physics, chemistry, maths, computer science, biology
• Super-history
• Challenging
– Light from different times
– Coherent movement across the sky
• Development of technology
– Opportunities
Astronomy as Culture
• Humankind’s scientific and cultural heritage
– Tool for positioning, navigation, timing (seasons)
– Clock and calendar
– Myths and legends
• Serving educational purpose
• Entertainment too!
– Culture and emotional link to the sky, Ownership
• Rational only leaves room for emotional catches such as
dogma and superstition
• Use FOLKLORE
• e.g. Immigrant communities
3
4. Astronomy as ambassador for diversity
• Cultural awareness - identity and tolerance
through folklore
– Exotic diversity (animal constellations: zoological
diversity)
• Appreciation of diversity in building a value
system
Astronomy as heritage
• Astronomy a household name, part of the
landscape
• “Training” as dialogue and enactment of the
evolution of human understanding
• Delivery through communities: ownership
enabling discussion of fears and dogmatic
beliefs
• Debate among adults illustrates relativity of
knowledge
4
5. Astronomy as Common Social Ground
• Bottom-up approach values people’s
contribution
– Better respect
– Better self-esteem
For both the individuals and the communities
– Reproduced later in life
Conclusions
• Astronomy more than rich and fun science,
also emotional link to the sky
• History and culture (diverse human family)
• Multidisciplinary (environment, etc.)
• Tool for a culture of peace
– In its subject matter but also in the delivery in an
astronomy programme
• That’s what UNAWE hopes to achieve
5