Research shows that not all children learn in the same manner. Brain-based learning, multiple learning styles, and collaborative-cooperative learning research support the concept of addressing learning in many modalities: visual-spatial, kinesthetic, and aural. By developing a multiple modality learning environment, appreciation, enjoyment, and a sense of adventure are present in an enhanced learning environment that brings the students into the experience “in ways that a classroom, book, television, or computer screen cannot” (Manning 1995).
Beyond astronomy lies culture, and beyond the practical uses of astronomy for understanding the movement of celestial objects, seasons, time, time and navigation are found the more subtle influences of astronomy on culture in the areas of art, mythology, literature, and music. It is important to understand astronomy as part of a cultural heritage and to pass it on to the next generation (Manning 1995).
Students are fascinated by the stars and astronomy is a subject that consistently maintains a high interest level. Fascination brings questions, develops critical thinking skills, extends to math, art, literature and worlds beyond. “The potential of a planetarium for developing this unique educational environment and encouraging this long-term fascination with science is limited only by imagination . . . “(Reed 1994).
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Manning, J. G. (1995). The Role of Planetariums in Astronomy Education. Astronomical Society of the Pacific, Museum of the Rockies.
Reed, D. G. (1994). Who in the Hell Needs a Planetarium?" Planetarian 23(1).
