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7 - The Astronomy Education Review: report on a new journal

Published online by Cambridge University Press:  18 May 2010

Jay Pasachoff
Affiliation:
Williams College, Massachusetts
John Percy
Affiliation:
University of Toronto
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Summary

Abstract: The Astronomy Education Review, “a lively compendium of research, news, resources, and opinion” about astronomy and space science education, has now been in operation since 2002. This paper discusses why such a journal/magazine was needed and describes the key decisions that were made about how to implement it: electronic publication to make the journal widely accessible while keeping operations costs low; achieving quality comparable to a paper journal through rigorous refereeing, copy-editing, and consistent style; fixed text after publication; and long-term availability. The topics covered in the issues published to date are summarized, and we assess the impact of the journal. The journal itself can be found at http://aer.noao.edu.

Introduction

The Astronomy Education Review (AER), a new electronic journal, was established to serve the growing community of researchers and educators who are active contributors to astronomy and space science education.

For decades, it has been a cause for concern that too few US undergraduates are being trained in science, engineering, and mathematics (NCEE, 1983). In addition, our increasingly technological society requires citizenry that is at least somewhat literate in science. As a consequence, National Aeronautics and Space Administration (NASA) and National Science Foundation (NSF) have committed very significant resources toward improving both access to, and the quality of, science education at all levels. Proposals to the NSF are now judged not only on the intellectual merit of the proposed research but also on its broader impacts, including how well the work will advance “discovery and understanding while promoting teaching, training and learning” (NSF, 2004).

Type
Chapter
Information
Teaching and Learning Astronomy
Effective Strategies for Educators Worldwide
, pp. 80 - 86
Publisher: Cambridge University Press
Print publication year: 2005

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