Development of Methods for the Formation of Astronomical Knowledge Among Students
Abstract
The public’s interest in astronomy, combined with unresolved scientific and ideological issues and low astronomical literacy, has led to the spread of pseudo-scientific beliefs. Current educational programs provide only limited astronomical knowledge within mandatory physics courses, which is insufficient for developing a systematic understanding. This study aims to develop a methodology for fostering high school students' astronomical knowledge, enabling them to critically navigate the modern information environment. The research employs a mixed-method approach, including content analysis of astronomical publications, surveys, interviews, experimental teaching, and statistical analysis. The study introduces a novel approach by incorporating pseudo-scientific concepts as subjects of analysis in astronomy education. A structured system of didactic units is proposed, integrating knowledge about the nature, dissemination, and critique of pseudo-scientific ideas, thereby enhancing students' ability to evaluate information critically. A system of didactic units has been developed, the content of which includes initial information about the essence, production and translation of near-scientific knowledge, as well as criticism of a number of common misconceptions and some near-scientific teachings close to astronomy from the side of science.