Citing the saucers: astronomy, UFOs and a persistence of vision

This paper consists of two parallel and interweaving investigations regarding the UFO phenomenon and its origins with respect to observational astronomy. First, as a young child, I was fascinated with astronomy and would spend many hours with my toy telescope, viewing blurred images of the night sky. I also held a deep belief in UFOs and was committed to seeing and recording a flying saucer for myself. This led me to fabricate my own UFO photographs and from these I developed a critical relationship with photography as a means of documentation and as a medium of illusionary projection. This paper is therefore partly personal and reflexive.The second thread investigates the advent of the UFO phenomenon as a consequence of nineteenth and early twentieth century developments in observational astronomy, and the speculative theories regarding life on Mars that emerged during this period. I will be considering the work of Giovanni Schiaparelli, Percival Lowell and the writings of Carl Jung. I will be arguing that the primary force that led towards a belief in flying saucers emerged from the speculations and misinterpretations of certain astronomical observations, together with a desire to project upon that which was observed, rather than to see that which was there.

Glonacalling doctorates?: The international and global connectedness of Australian PhD graduates

Simon Marginson and Gary Rhoades coined the term ‘glonacal’ the express the interconnectedness of global, national and local social relations, especially in terms educational systems and experiences. This paper presents some selected data from a recent ARC Discovery Project entitled Research capacity-building: the development of the Australian PhD programs in national and emerging global contexts. Some of selected data show the extent Australian PhD theses have addressed topics in South and East Asia as an illustration of how research capacity-building may be created in/for Australia through topics which address problems or ideas located in other (in this case East and South Asia) national and local contexts. Other data relate to the international movements of—particularly astronomy and chemistry—PhD graduates out of Australia, some of whom return to Australia. The paper discusses these movements in terms of PhD culture being ‘glonacal’ in nature from its programs and postdoctoral relations.

Teacher change in exploring representational approaches to learning science

The researcher worked closely with two biology-trained teachers to plan three teaching sequences in the topics of forces, substances and astronomy that were subsequently taught to Year 7 students. The sequences sought to develop a model of classroom practice that foregrounds students’ negotiation of conceptual representations.

The difficulties encountered by individuals in learning science point to the need for a very strong emphasis of the role of representations in learning. There is a need for learners to use their own representational, cultural and cognitive resources to engage with the subject-specific representational practices of science. Researchers who have undertaken classroom studies whereby students have constructed and used their own representations have pointed to several principles in the planning, execution and assessment of student learning (diSessa, 2004; Greeno & Hall, 1997). A key principle is that teachers need to identify big ideas, key concepts, of the topic at the planning stage in order to guide refinement of representational work. These researchers also point out the need for students to engage with multiple representations in different modes that are both teacher and student generated. A representation can only partially explain a particular phenomenon or process and has both positive and negative attributes to the target that it represents. The issue of the partial nature of representations needs to be a component of classroom practice (Greeno & Hall, 1997) in terms of students critiquing representations for their limitations and affordances and explicitly linking multiple representations to construct a fuller understanding of the phenomenon or process under study. The classroom practice should also provide opportunities for students to manipulate representations as reasoning tools (Cox, 1999) in constructing the scientifically acceptable ideas and communicating them.

Research question: What impact was there on the participating teacher’s practice through the adoption of a representational focus to teaching science?

Data collection included video sequences of classroom practice and student responses, student work, field notes, tape records of meetings and discussions, and student and teacher interviews based in some cases on video stimulated recall. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation.

The teachers in this study reported substantial shifts in their classroom practices, and in the quality of classroom discussions, arising from adopting a representational focus. The shifts were reported by them as a three-fold challenge. First, there was an epistemological challenge as they came to terms with the culturally produced nature of representations in the topics of force, substance and astronomy and their flexibility and power as tools for analysis and communication, as opposed to their previous assumption that this was given knowledge to be learnt as an end point. The second challenge was pedagogical, in that this approach was acknowledged to place much greater agency in the hands of students, and this brought a need to learn to run longer and more structured discussions around conceptual problems. The third challenge related to content coverage. The teachers sacrificed coverage for the greater depth offered by this approach, and were unanimous in their judgment that this had been a change that had paid dividends in terms of student learning.

The sky from Earth | Sun farm

Frames of Sky from Earth is a a multimedia project on the intersections between art, astronomy and architecture. With a strong visual narrative, Frames of Sky from Earth clearly unfolds its transdisciplinary content ranging from astronomical concepts to architecture and art history, educating the viewer on a tour of the most remarkable examples of "the architecture of cosmology."

Sun Farm is the first video of the series Frames of Sky from Earth: a multidisciplinary project about 120 miles north of New York City, Sun Farm is an experiential place and built vision, multidisciplinary and multimedia project encompassing several thought processes, theories, disciplines as well as several "practices" of making. Drawing from cosmology, observational astronomy and philosophy, Sun Farm consists of excavated earthworks, large scale environments as well as above ground constructions. The shaping of the landscape and structures is oriented to solar and celestial alignments, in a dual effort to capture the sun's energy and to celebrate the cosmos.

The video series will be accompanied by the book Sky & Earth

Traces from the astrolabe: art and astronomy

This portfolio represent an ongoing investigation into relationships between art and astronomy with particular reference to photographic imaging of the cosmos and how such imaging has influenced the mapping and modelling of the universe. I am also interested in the subjective interpretation of astronomical observations and the point at which such images fail to represent, ie, the blurred image, which may represent the limits of technology as well and opening the possibility for metaphorical readings and imaginings on the part of the observer.