Students took an assembly-type telescope kit from a public elementary school and brought it to their homes in 2019. Three classes attempted to observe the Moon at home using the Kaifu-NAOJ Telescope Kit. As a result, all children observed the Moon at home using the kit. From their observations, around 90% identified the existence of craters and understood the reflection of sunlight on the Moon’s surface. As Covid-19 prevention measures in education, we propose the introduction of at-home telescopic observations for STEAM activities.

The language we speak, the culture in which we grew up and where we come from have a tremendous impact on the way we learn astronomy. Additionally, the historical predominance of Western culture has influenced the way our modern society sees the world, and of course, the sky. In this work, we will share author’s experience working as science advisor in an outreach institution, where he explored different strategies to reach diverse communities and bring astronomy closer to broader audiences.

Even though the construction of world-renowned astronomical observatories in Chile has boosted the interest in astronomy on the community, many challenges have not yet been addressed. One of them is to raise awareness about the ancestral heritage of Chilean’s first nations. Finally, we would like to highlight the importance of learning astronomy in our own language and therefore assure inclusion, diversity, and equity in our countries.

The Universe is full of galaxies of various shapes; some galaxies have spiral arms and others don’t. Why do galaxies show such diversity? How were galaxies formed and evolved? Galaxies are thought to grow by interacting and merging with other galaxies, and the galaxy mergers may be the key process creating the variety. GALAXY CRUISE is the first citizen science project conducted by National Astronomical Observatory of Japan (NAOJ) to unlock galaxies’ secrets using the big observational data. We made the superior quality big data taken by the Subaru Telescope accessible to the public and invited them to participate in data classification. Here we report how we designed the website and its first-year progress.

Astronomy is connected with the every day experiences of the people, since the observation of simple and repetitive phenomena, as the succesion of days and nights, untill events of high impact, as the total solar eclipses. In this sense, the Astronomy is a fascinating activity and can be used to inspire interest in sciences in general. In this contribution, we introduce the Network of Astronmy School Education as part of the IAU proposals connected with teaching training programs, and we highlight several examples on the specific topic of the eclipses: their importance and connection with the culture, that can capture students attention if we use the workshops as part of the classes.

The practice of preventive conservation of cultural heritage consists of “all measures and actions aimed at avoiding and minimizing future deterioration or loss” of it (ICOM-CC, 2008). Unlike conservation treatments, preventive conservation deals with entire collections and their surrounding environment. It is known that exposing historical objects to the environment has a significant impact on their degradation process. Studying and managing risk factors is an indispensable practice within the management policies of any cultural institution. The National Institute for Astrophysics (INAF) holds some valuable historical collections, heritage derived from the Italian contribution to astronomy over the centuries. The management and protection of these collections faces many challenges. A preventive conservation plan, aimed at assessing and managing risks that threaten the collections, may offer many long-term benefits, allowing us to use available resources in the best possible way. In the past few years INAF-Astronomical Observatory “G.S.Vaiana” of Palermo has been working on the development of preventive conservation projects for its archival, bibliographic and scientific heritage. The present contribution reports on these ongoing experiences and intends to stimulate a discussion within the scientific community in order to individuate the problems we are called to respond to in Astronomical Observatories.

This paper summarizes preliminary scientific observations from sites in Chile and Argentina from which the totality was observed on 14 December 2020 at the minimum of the solar-activity/sunspot cycle.

With this roundtable we wished to discuss about different topics related to research, innovation, scientific literacy and inclusion in Astronomy education, putting together the expertise of educators from all around the world. The present paper includes the introduction to the roundtable prepared by the chairs of the session as well as the contributions from several of the participants.

La Serena School for Data Science is a multidisciplinary program with six editions so far and a constant format: during 10-14 days, a group of ∼30 students (15 from the US, 15 from Chile and 1-3 from Caribbean countries) and ∼9 faculty gather in La Serena (Chile) to complete an intensive program in Data Science with emphasis in applications to astronomy and bio-sciences.

The students attend theoretical and hands-on sessions, and, since early on, they work in multidisciplinary groups with their “mentors” (from the faculty) on real data science problems. The SOC and LOC of the school have developed student selection guidelines to maximize diversity.

The program is very successful as proven by the high over-subscription rate (factor 5-8) and the plethora of positive testimony, not only from alumni, but also from current and former faculty that keep in contact with them.

The “Right to the night sky” outreach project holds astronomy workshops for children and teens deprived of their liberty in juvenile detention centers. It is carried out by an interdisciplinary group of students, graduates, and teachers of Astronomy, Geophysics, Educational Science, Law, Psychology, Social Work, and Social Communication. It’s has been accredited and recognized by the Faculty of Astronomical and Geophysical Sciences, and the National University of La Plata (Argentina) since the year 2014. This work presents the diverse activities developed in the project, the methodologies used, and an analysis of how the project evolved, grew, and expanded over time, continuing what has already been presented by Charalambous et al. (2014) and Haack et al. (2019)

Intensive week-long Summer Schools in Statistics for Astronomers were initiated at Penn State in 2005 and have been continued annually. Due to their popularity and high demand, additional full summer schools have been organized in India, Brazil, Space Telescope Science Institute.

The Summer Schools seek to give a broad exposure to fundamental concepts and a wide range of resulting methods across many fields of statistics. The Summer Schools in statistics and data analysis for young astronomers present concepts and methodologies with hands on tutorials using the data from astronomical surveys.

The African Network of Women in Astronomy and STEM for GIRLS in Ethiopia initiatives have been established with aim to strengthen the participation of girls and women in astronomy and science in Africa and Ethiopia. We will not be able to achieve the UN Sustainable Development Goals without full participation of women and girls in all aspects of our society and without giving in future the same opportunity to all children to access education independently on their socio-economical status. In this paper both initiatives are briefly introduced.

We present the data related to the revealed astronomical oldest observatories at the territory of Ukraine and describe briefly the principles of observations which could be realized at these sites with usage of megalithic stones. Among these oldest observatories are as follows: the stone complex at the Lysyna Kosmatska mountain (Charpatian region); Bakhchysaray Menhir in Crimea; a complex of shafts at the Mavrin Maidan near Pavlograd city.

We present recommendations for teachers and educators of science, based on the results of a survey carried out among secondary-school students from Poland, Australia, and the USA.

We shall describe the various activities done by us in Covid Times including outreach and educational workshops in Physics and Astronomy. We shall discuss the caveats in virtual teaching of Astronomy and the lessons learnt in the process.

The SciAccess Initiative (“SciAccess”) is dedicated to advancing disability inclusion and diversity in STEM education, outreach, and research. In this paper, the authors present an overview of accessible STEM programs run by the SciAccess Initiative, including an annual conference, international working group, and space science mentorship program for blind youth. Recommendations for creating accessible mentorship programs and networking events, both virtually and in-person, are detailed so that these inclusion-focused efforts may be replicated by others.

The contact with science is very important to the development of a conscious citizen, even if he, or she, never work with. Astronomy is an excellent way to do this approximation, simply because everyone can see the sky and has questions about it. This project aims to use observational night to discuss the classroom situations. We have made interventions in a rural local school in Caçapava do Sul (Brazil) during five years which we explain what we will see and, after that, we observe it. Since 2018, we have used the Caçapava do Sul Meteorite, that available a direct contact with a real space rock, when everyone can test the resistance and the weight of this meteorite. During this time it was almost 2 000 people has been attending by us and we noted that the students had increased their notion and comprehension about science in general.

Two important strategies on astronomy education in the era of digital transformation proposed on this presentation are the uses of “Astronomy Literacy” and a “Deep Learning” through “Data Intensive Astronomy” to support astronomy education.

Astronomy literacy can create several thinking skills to young generation and public for promoting human capacity buildings on science and technology.

Nowadays, the astronomical data archives are impressively large and the “digital age” has made it easy to make the data available to astronomers, researchers, under graduate and graduate students and even to publics. Big data in astronomy has then played an important role in astronomy education both in higher education and school education. Astronomers and researchers can access “big data” for the deep learning through data intensive astronomy on their research works and school students and publics.

We hope to extend these strategies through regional and inter-regional collaboration to promote astronomy education in wider scale.

Open Astronomy is an important and valuable goal, including the availability of refereed science papers and user-friendly public astronomy data archives. The latter allow and encourage interested researchers from around the world to visualise, analyse and possibly download data from many different science and frequency domains. With the enormous growth of data volumes and complexity, open archives are essential to explore ideas and make discoveries. Open source software is equally important for many reasons, including reproducibility and collaboration. I will present examples of open archive and software tools, including the CSIRO ASKAP Science Data Archive (CASDA), the Local Volume HI Survey (LVHIS), the 3D Source Finding Application (SoFiA) and the Busy Function (BF). Astronomy is international and includes or links to an incredibly wide range of sciences, computing, engineering, and education. Its open nature can serve as an example for world-wide interdisciplinary collaborations.

Prasat Hin Phanom Rung, located in Buriram Province of Thailand, is an ancient temple that had been built between the 10th and 13th century. The temple, which is off east-west orientation by 5.5° towards north, has unveiled the astonishing phenomena exhibiting both astronomical and architectural intellect of the ancient builders. The phenomena involve perfect quarterly-alignments of the sun through all the fifteen doorways of the temple. The phenomenal orientation of this ancient architecture has been elucidated by several scholars—including historians, archaeologists, and astronomers—that it might be related to solar or lunar events only. However, our studies have otherwise found a clue to this mystery that it may be based on how the ancient intelligence used stars in the zodiacal constellations to regulate agricultural calendars. In this study, we find that Phanom Rung was oriented with respect to Spica such that on the day Spica set on the west-side doorway at dawn, the sun was entering Mesha Rashi (Aries). This day has a direct connection to a New Year’s Day of Saka calendar (Śaka Era), presently called Thaloeng Sok Day. Furthermore, we have found the relationship between Spica and the full moon of Caitra from which the intercalary month-year (Adhikamas) was detected.

This resource was developed to help bring this exciting area of research into the classroom. It consists of two practical activities appropriate for the K12 curriculum.

Each of the activities is standalone, takes around 60 minutes to complete and can be used either during lessons or as part of a science club. Each offers plenty of opportunity for extension work and includes a taking it further section to allow students to build on what they have learnt through independent research. The activities can be used individually, or in combination. We have already implemented them during the astrophysics summer courses we offer to school students at the National Observatory of Athens, with great success.