Disciplinary discernment: Reading the sky in astronomy education

This theoretical paper introduces a new way to view and characterize learning astronomy. It describes a framework, based on results from empirical data, analyzed through standard qualitative research methodology, in which a theoretical model for a vital competency of learning astronomy is proposed: reading the sky, a broad description under with various skills and competencies are included. 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, these competencies are described and discussed and merged to form a new framework vital for learning astronomy to better match the challenges students face when entering the discipline of astronomy.

Figure 1

A graphical representation of how reading the sky is related to disciplinary discernment and extrapolating three dimensionality, by linking observations and experiences to disciplinary knowledge.

Figure 2

A CCD image of the “Heart Nebula,” IC 1805, taken by a telescope. It is important to be aware that this is only a representation of the real object. Image credit: Jonas Carlsson.