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High-resolution observations obtained during the last decade show that protoplanetary discs can be very complex objects. Rather than uniform discs, we see that they have large cavities, spiral arms, rings, gaps, and asymmetries. To understand these features, astrophysicists many times have to develop numerical simulations, in which planets or unseen stellar companions are added to reproduce the observed morphologies. While the spectacular observed images are popular in mainstream media, the simulation side is rarely known by the general public. We have created "Protoplanet express", a video game in which the user visits different known protoplanetary discs, which are rendered in 3D from actual hydrodynamical simulations. The user will encounter in the models the same features observed with ALMA and other telescopes, and their goal will be to find the reason for each of them. For example, the user completes a level once they find the planet causing an observable gap in the disc. In this presentation I will show excerpts from the game, discuss its development, release and public reception.

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Astronomy is one of the Sciences that most causes fascination and curiosity in the general public, and thus, it can be used as a gateway to motivate the interest and participation of students and the general community in the scientific enterprise, thus enhancing the formation of scientifically literate citizens. , capable of making critical decisions about the world around them. As a way of working towards this cause, the use of Non-Formal Education spaces becomes an interesting alternative. In this sense, as a way of exemplifying how this relationship between Astronomy and the formation of scientifically literate citizens occurs, this work presents an overview of the activities and research in teaching carried out within the scope of the Rodolpho Caniato Astronomical Pole, located at UTFPR Campus Campo Mourão, Brazil, to which scientific literacy indicators are associated and discussed.

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This work aimed to evaluate, through mental maps, the potential of an interdisciplinary didactic proposal, in the light of Gagné's learning theory. This was Astronomy teaching in Brazilian high schools. This proposal represents an educational product of the National Professional Master's Degree in Physics Teaching. For Gagné, learning is a change of inner state that manifests itself through behavior change and persistence. The research is based on qualitative research, theoretical assumptions and mental maps were used to constitute the corpus. For the analysis of the constituted data, some of the criteria described by Novak and Gowin (1984) and Buzan (2009) were used as references. The results showed that the students advanced in relation to the hierarchical organization Gagné's intellectual abilities. In addition, they managed to establish interdisciplinary relationships with the Astronomy subjects studied.

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One of the main forms of light pollution is skyglow, which consists of the diffuse light in the atmosphere by artificial origins, causing excessive brightness in the night sky, therefore harming astronomical observations. There are several ways to measure the brightness of the night sky, making it possible to evaluate light pollution levels at a given site. The objective of this work is to present some night sky brightness measuring methods for evaluating and monitoring light pollution levels to elaborate hands-on scholar activities material. To ensure that the activities can be conducted at schools, allowing the students to perform the data acquisition and analysis, two main methods of night sky brightness measuring were tested: by telescope with coupled CCD camera and by IOS Dark Sky Meter (DSM) app. Panchromatic cell phone apps are easier to measure, but tend to not produce reliable data when compared to astronomical photometry because of its spectral response in a given filter. Standart results used as reference for evaluating light pollution levels at a site are based on the Johnson V band measurements, so a calibration procedure is necessary to establish comparison between them. As both methods evaluate the brightness of the sky at the zenith, measurements were made with the two apparatus at the same spot and close to the same time. This procedure allowed to study sky brightness evolution through the night, calculating the averages for each date. In total, 15 observation missions (from April to October 2022) were conducted at the Abrahão de Moraes Observatory (OAM), in Valinhos (SP), where the Argus telescope was used to acquire images in V and B filters. These results were used to produce a tutorial for hands-on activities provided by the “Telescópios na Escola”, an education project based on remote observations with the Argus telescope.

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The link of the human being with the cosmos is ancient. However, the approach to knowing what the universe is like has changed remarkably over time. New projects, with avant-garde instrumentation, are installed in astronomically exceptional regions, where the ancestral culture of native peoples has existed for centuries. Such is the case of QUBIC (Q-U Bolometric Interferometer for Cosmology), an instrument that aims to detect evidence of the time of universal inflation, installed in November 2022 in the Puna of Salta, land of the Kolla, Kolla del Desierto, Atacamas peoples, among others. At this crossroads between ancestral knowledge and modern science, QUBIC has developed, even before its realization, a link with the local inhabitants and seeks to establish a bridge between both cultures where, in addition, art has its space. In this presentation we seek to show a possible way to address the issues of education and dissemination of astronomy and astrophysics, maintaining the complex balance between these two cultures, to ensure that local communities take ownership of scientific developments that, without a doubt, contribute to the progress of not only of science, but also of the sites that host them and the local populations

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Astronomy education has the potential to inspire students to be engaged in STEAM. However, to achieve this in the classroom is essential to promote equal access to information for everyone. Historically, Astronomy teaching uses mostly visual information and materials as resources. Given this, blind and visually impaired (BVI) students may encounter educational barriers in accessing information, as they need teaching materials adapted to their specific educational needs. Thus, the Universo Acessivel project, located at the Valongo Observatory (UFRJ) in partnership with the Instituto Benjamin Constant, aims to develop didactic resources to improve the teaching and learning process of Astronomy for BVI students. Through topics such as Earth and the Universe, the Brazilian curriculum of Basic education proposes that each student reflects on the characteristics and position of the Earth, celestial objects, and the human species in the Universe. Hence, Astronomy Teaching assumes a primordial function in the student's recognition of its position and role in the Universe. In this work, we intend to present a workbook developed to help teachers and students in the teaching and learning process about the Moon. This stems from the demands identified through qualitative research carried out with Brazilian teachers, which highlighted the challenges in understanding astronomical concepts within the school curriculum. This workbook aims to guide and explore in its potential three resources developed, covering different topics about the Moon: (1) tactile models, (2) a booklet in braille, (3) a talking book. Each resource presents its specificity by engaging students through minds-on, hands-on and hearts-on interactions. Through the experience reports of teachers and students in the evaluation of the material, we expect to discuss the positive impacts of exploring different inclusive resources in the teaching and learning process, allowing a greater integration between students and teachers in the journey of discovery about the Moon.

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In this poster we present the different outreach activities that take place at the Observatorio Astronómico Los Molinos (from here on, OALM), located at the outskirts of Montevideo, Uruguay. Face-to-face activities, as well as social networks interactions (which have noticeably increased after 2020) will be shown, as a way to take Astronomy and related sciences to as many people as possible.

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Understanding a scientific article can be challenging when we are not familiar with the subject. Aiming to facilitate access to the most recent discoveries in astronomy published on astro-ph, the Astropontos blog was created in 2017 by young Brazilian researchers, in partnership with the American blog Astrobites. Astropontos publishes articles in Portuguese, summarising scientific publications using a language that is accessible to undergraduate students, educators and astronomy enthusiasts. Other topics are also occasionally discussed, such as a career in astronomy, astronomical software and discussions about the appreciation of Brazilian science. With ten collaborators, Astropontos has already published over 250 articles and has been accessed in more than a hundred countries, including Portugal, Angola, and Cabo Verde. We are hoping to find new collaborators interested in making astronomy more accessible.

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Smartphones are computers that, in addition to fitting in the palm of the hand, have the additional advantage of including several sensors that, with the appropriate knowledge, allow these devices to be transformed into very useful and economy portable laboratories for doing and teaching science. In recent years, dozens of experiments have been proposed to teach science and to engage students by allowing them to do science on their own (ref. 1), and in particular as valuable tools to teach astronomy (ref. 2). In this work we show some activities that can be carried out in basic courses of astronomy at high school and university. We show how to perform parallax stellar distance measurements on a scaled system to obtain the distance and the parallactic ellipse (ref. 3). By using the light sensor we show how to measure the light curve of a 3D printed scale asteroid to determine the period and shape factors (ref. 4). We also show how to discover exoplanets by planetary transits in a scaled star system (ref. 5). \\ \\ References: \\ 1. M. Monteiro and A. C. Martí , "Resource Letter MDS-1: Mobile devices and sensors for physics teaching," American Journal of Physics 90(5), 2022. \\ 2. M. Monteiro and A. C. Marti, "Making sciences with smartphones: The universe in your pocket," Proceedings IAU Symposium No. 367, 2020. \\ 3. M. T. Fitzgerald, D. H. McKinnon, L. Danaia, and S. Woodward (2011), "Using Smartphone Camera Technology to Explore Stellar Parallax,” Astronomy Education Review 10, 010108-1. \\ 4. J. Ziffer, W. Morse, T. Nelson, P. Nakroshis, B. T. Rudnick, M. Brautigam, and W. Parker, "Practicing Spatial Relationship Skills Using an Asteroid 3-D Tool," The Physics Teacher 57, 14 (2019). \\ 5. A. Barrera-Garrido (2015), "Analyzing planetary transits with a smartphone," The Physics Teacher 53, 179.

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The activities of education and dissemination of astronomy in Bolivia, intend to reflect the work done with students, teachers, amateur astronomers, and the general public in the different regions of Bolivia, both in rural and urban areas. sharing the objectives of the IAU, with a public that for the most part is still unaware of this important institution. work that motivates us to continue growing.

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In this collaborative research with students from a school in Colombia, we have explored and documented the rich tradition of indigenous astronomy from five ethnic groups: Curripaco, Piapoco, Puinave, Sikuani, and Cubeo. Our main objective was to rescue and preserve the unique astronomical knowledge of these communities, which has been transmitted through oral tradition and is at risk of being lost in the modern era. Throughout the process, we worked closely with respected members of each ethnic group, who shared with us their ancestral stories related to constellations and cosmos. Through extensive interviews and intercultural dialogues, identified the significant constellations for each ethnic group and documented the stories that accompany them. These stories not only hold astronomical value but are also intricately woven with beliefs, traditions, and ways of life of each community. Furthermore, we have created a unique star map that depicts the constellations of these ethnic groups, labeling individual stars with their scientific names and their corresponding names in indigenous languages. This map acts as a bridge between ancestral knowledge and contemporary science, enabling a deeper understanding the connections between both perspectives. One of the most striking findings of our research is how constellations are intricately linked with everyday practices, such as agriculture food. Each ethnic group has developed its own worldview that reflects its natural environment and its relationship with the land and the sky. Ultimately, our research not only highlights the importance of preserving these valuable traditions but also underscores the richness and diversity of human knowledge about the universe. By sharing these stories and insights with the global astronomy community at this international event, we hope to foster a greater appreciation for the connection between science culture, as well as inspire ongoing efforts to safeguard the voices and perspectives of indigenous communities in modern world.

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Commune VI of Soacha, in the department of Cundinamarca in Colombia, faces challenges that impact its population. In areas like Altos de la Florida, tourist attractions exist that could help alleviate the difficulties affecting its residents, most of whom are families displaced by violence who settled in this area. The main issues affecting this community include limited access to formal education, social stigmatization, and informal employment. Despite the presence of significant tourist potential in the municipality's hills, where pre-Hispanic Muisca pictograms and figures revered for their ancestral heritage can be found, these issues persist. In this context, there is a drive to promote a positive image through astronomical tourism by developing the first planetarium in Soacha. This initiative aims to foster respect for nature and awe for the stars. It will promote education, benefiting future generations and enhancing educational quality through programs that have been implemented as part of the development of a culture centered around astronomy. The planetarium project will not only enrich the infrastructure as the municipality's first planetarium but will also provide astronomy training to the community. The primary goal is to educate the community in this science, leveraging the nonprofit group's expertise in scientific outreach, which has worked with schools, conferences, and astronomy research groups. The planetarium will complement this effort and promote science through astronomy in areas with rich indigenous traditions and other culturally significant elements. Ultimately, this social integration work for the appropriation of scientific knowledge could serve as an example for different regions in Latin America facing similar issues and identified by their often undiscovered cultural richness.

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The Astronomical Observatory "LatitUD" of the Faculty of Engineering of the Universidad Distrital, has organized since 2021 under the title Asteroid District more than 15 asteroid search campaigns framed in "The International Astronomical Search Collaboration"; Asteroid District has allowed more than 1200 people among children, youth, adults, amateurs and astronomy scholars, to participate in the search and preliminary discoveries of main belt asteroids and trans-Neptunian objects; this research shows the statistical results to date, highlighting the potential of these campaigns in the social appropriation of knowledge and scientific procedures. Asteroid District has grown not only in the number of people involved, but also in the integration of activities oriented to teaching, didactic innovation in astronomy and geospatial data management. This makes it important to show to the academic community the results of the trainings and projections carried out in institutions of different levels of education, where the search for asteroids has been taken as a didactic strategy that develops complex thinking and systemic vision of exact and natural sciences, allowing conceptual approaches to mathematics, physics, chemistry, biology and even social questioning, so that this initiative is constituted as a socio-scientific issue that has been addressed from activities such as: Planetary defense exercises, Astro-capsule, observation races using the GPS of Smartphones, impact simulations with Sandbox, didactic exercises with augmented reality, the asteroid festival, among others. This presentation shows the didactic activities carried out, their potential, tensions and prospects, seeking to encourage citizen science developed specifically from astronomy, as an axis for the construction of critical thinking, for informed decision making, the development of scientific vocations and the learning of science. In this way, the importance of learning from non-formal educational scenarios and the inter-institutional collaboration of the University, the Observatory, schools and the Office of Astronomy for Education Colombia becomes evident.

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The proper motion of the stars is a very important topic in an Astronomy course. In principle, it allows us to measure the space velocity of the stars in relation to the Sun and, based on it, determine distances and other stellar parameters, allowing to probe the vicinity of the solar neighborhood and the speed of local stars in the galaxy. That is why a work carried out in the teaching staff is presented. in Physics in the subject of Astronomy II from the “H´ector Medici” Institute (Argentina). The work unifies a historical look how and what was interpreted in the year 1718 when Edmund Halley found that the stars Sirius, Arthur and Aldebar'an moved in the firmament more than half a degree since the observations made by Hipparcos, together with a didactic sequence. That is, where students, through actions, link their knowledge and previous experiences, with some question that comes from reality and with information about an object of knowledge, managing to differentiate the improper movements of the stars, in which the stellar coordinates are affected to the same extent by the movement of precession, nutation and aberration of light, deducing that only the proper motion corresponds to the real motion of the stars. One of the examples that it has been put in evidence in the class, it is the proper movement is Barnard's Star moving 10.2 00/ year. One of the tools on which the work is based is the information from the Tycho catalogue, as well as measurements made by the Hipparcos and Gaia satellites