20170702 Unawe Indonesia Project

UNAWE Indonesia Project: Opening Window of Opportunity for Those with Visual Impairments to Learn Astronomy Ajeng Tri Handini, Premana W. Premadi, Yatny Yulianty Ezra Hidayat, Kafin Noe’man, Wigy Ramadhan UNAWE Indonesia and Bosscha Observatory

Asia-Pasific Regional IAU Meeting. Taipei, July 2017

Background 1% (3 million people)* Population of Visually Impaired in Indonesia

ďƒ Total population

0,04% (20,000 people)* ďƒ Percentage of children (5-14 y.o)

General Trend in Learning Attitude in Indonesia

Extra Challenges for Those who are Visually Impaired

Widely accessible Updated, but level of curiosity remains low Pictures and words in visual narrative description No significant development in approaches in teaching science

In under-developed regions, e.g: Nusa Tenggara Timur: 2,5% of population in NTT (112,835 people)* *source: Basic Health Research, Ministry of Health. 2013

Background Fascinating study of beautiful and wonderful objects in the Universe

Astronomy

Many observed phenomena are directly related to human experience

Great entrance to study of science

On the other hand, astronomy is classically very visual.

Problem

How to learn astronomy for those who are visually impaired?

How can astronomy be described in narratives suitable for all to ensure equal opportunities to study astronomy

Motivation Closing the gap To reduce learning deficiency experienced

Support and prepare children learning capability - Focus on young children (5-14 years old) - Capacity building in school and community systems

Material Descriptive narratives employing vocabulary and nuances that can be related to non-visual senses to construct a holistic perception of astronomical objects and phenomena

Narrative Description

Challenge

- Substituting visual description with non-visual description - Remain clear and concise in the language - Construct traceable mind map

The power of logical construction through senses and language

Method • Incorporate Art and Design Recognizing the role of senses in human logical development

• Constrain the scientific domain using astronomy Capitalize scientific concepts using astronomy as a bridging entity between science and art Support material

Pedagogy Expert

Astronomers

Population

HCD

Designers Interpreted

Deliverables

Human Centered Design (HCD) • Based on the needs of the participants (the human) • Human as a keyword • HCD works with sprint stage

Inspiration

Ideation

Implementation

Understanding

Diverging

Prototyping

Defining

Deciding

Validating

Activities Inspiration

ďƒž

Understanding Defining

Ideation

ďƒž

Diverging Deciding

Learn how to better understand them and observe their experiences, hear their hopes and desires Define what they need based on our understanding: It requires iterations for them to define their needs and for us to understand them

Generate various ideas, identify opportunities for design Test and refine the solution

Activities Inspiration

ďƒž

Understanding Defining

Activities Ideation

ďƒž

Diverging Deciding

Strategy • Implement HCD method that works gradually but generates a solid and effective result • Learn from others

• Many groups have developed various methods, learning materials, and hands-on activities for learning astronomy for visually-impaired individuals

• What we try to offer

• Narrative description on astronomical objects and phenomena using non-visual words and clear logics to complement the conventional descriptions that use mostly visual words • Well designed and artistic materials to be used as supplements to the narrative description • Cooperation guidance for teachers for better learning impact and further development

- Multisensory Narrative Description

The Sun?

- Description with visual words The sun at the heart of our solar system is a yellow dwarf star, a hot ball of glowing gases. Its influence extends far beyond the orbits of distant Neptune and Pluto. Without the sun's intense energy and heat, there would be no life on Earth. And though it is special to us, there are billions of stars like our sun scattered across the Milky Way galaxy. If the sun were as tall as a typical front door, the Earth would be the size of a U.S. nickel. The temperature at the sun's core is about 27 million degrees Fahrenheit.

• Our Sun is the primary source of heat and light not only for us on Earth, but for the entire Solar System. When we happen to be outdoor, we can feel the difference of heat on our skin depending on whether we are out during the day (that is when our part of the Earth is facing the Sun) or in the evening (when our part of the Earth is not facing the Sun).

• We are so lucky that Earth is located neither too close nor too far from the Sun. Planet Mercury, being much closer to the Sun, receives much more heat, and therefore is very hot. Whereas Pluto, which is very-very far from the Sun, receives a lot less heat and light, so it is very cold and dark there.

• What is the Sun? How can it give out so much heat and light?

• The Sun is a giant ball of fiery gas. But how can the hot gas stay contained within a giant ball, rather than escaping all over the place? Well, it is because gravity holds the gas together, just like we all stay on the surface of the Earth because of Earth’s gravity. The large amount of gas in the Sun makes it very heavy and thus it has a strong gravity to hold the gas within itself.

• At the very center of the Sun, there is a super furnace where atoms are speeding onto one another causing them merge into heavier pairs of groups. When they do, each of those new pairs releases some light. Light is a form of energy.

Summary We are developing a learning method and materials for anyone who wants to know astronomy using multisensory functions: - to complement the conventional astronomical (visual) concepts and thus expanding the learning experiences.

- particularly beneficial for those who are visually impaired - motivates other branches of science to explore similar ideas

For a better impact shall we work together?

Thank you!

Note • Kosakata yang digunakan harus lebih hati-hati • Strategi: narasi deskriptif penting untuk dibuat, namun hands-on juga dibutuhkan untuk membantu.

• Namun narasi membantu mereka untuk tetap di jalur astronomi yang benar • Membuat sebuah buku saku pendamping pelajaran sains khususnya astronomi untuk di sekolah, sehingga langsung dapat diaplikasikan oleh guru • Anak-anak juga lebih mudah memahami dan mengaplikasikannya untuk dibuat sesuatu