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ISSN :0976-0385 Shikshanateel Marmadrishti

G. P. Pimpale
Associate professor, Department of Physics,
H.P.T. Arts and R.Y.K. Science College, Nasik422005'

Dr. R. V. Vadnere
Director, School of Continuing Education,
Y.C.M. Open University, Nasik 422 222

and Astronomy Education

Now-a-days computers are extensively used in almost all walks of life. Computers
when wedded with
computers and
multimedia make an effective teaching-leaming tool. The present paper deals with use of
are the core
multimedia in physics and Astronoriy educatlon. These areas are selected because they
other. The authors have found that computers and
branches of science and are intimately ielated to each
topics. Use
multimedia arevery muchuseful to learners and teachers for abetterway to understandvarious
of computers reduces the labour of manual data collection and analysis. They provide a learning
comPuter
environment in which students are engaged in the 'active' leaming. Also the interactive
simulationshelpinabigwaywhenteacheisexplainanyphysicalphenomena. Asregardstotheastronomy-
mlteriil available
related audio-rrisrrd in the market, the authors have found that the material is good as far
as information and entertainment are concemed but is of little help
for step by step study of the subiect.

Introduction one of which is atomic physics. In this branch

Computer and multimedia have become the
key words in the world today. Because of
,raiious properties viz. incredibly high speed,
tremendous memory, diligence and interactive
nature, comPuter has been extensively used in
a1l walks of life. Moreover, comPuter is one of
the rare commodities whose cost is reducing
but efficiency is increasing. That is why its use
has become so common that now-a-days we
talk of computer literacy. The strength of
compuier is further enhanced when it is
equipped with multimedia. It is obvious that
.omput"ts and multimedia have contributed
significantly to the field of education.
*
For the present paper the areas of Physics and
Astronomy are selected because they are the
basic branches of science and are closely related
to each other. In physicl there are many branches
one studies subatomic particles. As againsf
astronomy deals with huge celestial bodies' In
either case, visualising the objects and studying
various physical phenomena related to them
becomes an uphill task. In the fotmer case it is
due to extremely small dimensions whilein the
later case it is owing to tremendous distances/
huge masses and incredibly large_life times. hr
suCh situations, computers and multimedia he$
the educators in a big waY.
Importance of the studY
Physics is a technology oriented subject. The
fast growing field of nanotechnology has its
roots very much in physics. It is because of the
invention of p and n types of semiconducting
materials.that we are enjoying the age of
computers today. Computer based technology
has given birth to robotics. It is because of

Year : IV, Vol: 4, Issue: 2"0 1.4 Quarterly : July to SePtember 2012
ISSN:0976-0385
robotics that unmanned missions in space
science are possible. Thus space missions have
their roots in development of physics. Even in
daily life, everybody uses the principles of
physics -- knowingly or unknowingly.
Because the celestial objects are at incredibly
large distances, we cannot 'touch' them for
performing any experiment. Also, life cycle of
celestial objects spans over millions or
sometimes billions of years. The period is very
long compared to the life span of human being.
All these facts make astronomy a unique field
of study compared to other branches of science.
That is why education in these areas is
important. Computers and multimedia are
very useful for education in these areas.
Computers and multimedia
in physics education
American Joumal of Physics is one of the
important journals in physics education. The
April - May 2008 joint issue of this journal is
devoted to the theme "Computer-based
Instruction in Physics". In this issue, two java
applets have been reported for the twin paradox
by Muller, Andreas & Adis (2008). It is a famous
paradox in relativity which had triggered
worldwide debate in the beginning of 20th
century. The applets are interactive in nature. It
is wellknown that the interesting paradox arises
due to the different frames of references of the
twin brothers. In this article, authors have
claimed that using these applets leamer will be
in better position to understand the local
perspective of each twin. In the same issue,
Wiemary Perkins and Adams (2008) have taken
a review of the Physics Educational Technology
(PhET) Project. The project is related to
development of web-based interactive
simulations on physics. The project has also
carried research regarding the effectiveness of
the simulations. The authors have concluded
that a well-designed interactive simulation can
be an effective tool for learning physics because
it demands " acttv e" participation of the learners.
Some branches of physics viz. mechanics
and optics have been studied by Zacharias
and
-- ISSUC : Z
Shikshanateel Marmadrishti
(2005) in relation to computer simulations. He
has found that the simulations did have
positive effect on the teachers' explanation of
the physical concepts involved in these
branches. It has been reported by Epcalada
Grabhorn & Zollman (1996) that "the user
friendly technology can be effectively
integrated into a learning environment in
which students are engaged in the 'active'
process of learning physics." (p. 75).
Zollman and Fuller (199a) have been
studying the use of interactive video in physics
teaching since 1,978. They have used
mathematical and visual models to explain the
day-to-day phenomena related to physics.
In 1980s the computer based learning was
called as Micro-computer Based Laboratoty
(MBL). Thornton and Sokoloff (1990) have
made a comparative study of the effectiveness
of the MBL instruction on college students with
respect to the traditional method. They have
concluded that "MBL tools give students
opportunity to do real science" by "the creative
building and testing the models to explain the
world around them" (p. 865).
Thornton (1984 has remarked that "the
MBL tools assist students in leaming physics
concepts and skills by extending the range of
student investigations providing immediate
feedback of graphs in real-time, encouraging
critical thinking and reducing laborious
manual data collecting and analysis." (pp.230 -
238). Mokros and Tinker (1987) have observed
that the MBL instruction conclusively helps in
leaming graphical ideas.
Computers and multimedia
in askonomy education
Hansery Barnett, Makinster & Keating (2004)
have studied the computer simulations for
understanding of dynamic three dimensional
relationships in some quantities in astronomy.
They have observed that the students who used
these simulations were greatly benefited as far as
the relationships are concerned.
Olsen (1998)has discussed the advantages of
using multimedia in astronomy teachinf and
15 Quarterly : July to September 2012
ISSN :0976-0385
has given the scenario in Dgnmark. Berthomieu
(1998) has shared his experiences when
computer was used as a tool in astronomy
teaching. He has found that interaction using
digital images motivated the users to creativity
and numerical models were understood by
them much more easily. The author has used
computer for a number of experiments related to
measurement of distances, coordinates and
angles for heavenly bodies. He has found
computer very helpful to explain movement of
planets. He has concluded that a formal
explanation involved some difficult 3-D
geometrical constructioru which could be easily
demonstrated by computers. He has also
remarked that video clips facilitate leaming of
some phenomena - particularly those related to
geometrical models in astronomy.
Lawrence (1995) has concluded in his M. S.
dissertation that "the majority of students felt
the computer applications associpted with
digital video activities were easJ to use and the
students' attitudes of comfort / anxiety in
using these computer applications improved
with experience. The majority of students
enjoyed using the instructional techniques
associated with interactive digital video and
felt that the activities were very effective in
helping them learn the material." (p.71\.
The use of a video disk in teaching of
astronomy was reviewed by Zollman (1986) .
He has observed that "the ability to show any
one of a large number of photos with a few
simple key strokes offers great flexibility in
teachingastronomy".
A few video cassettes and multimedia CDs
(Ref. 15 - 38) on this subject are available in
market. A study of these video cassettes and
multimedia CDs was carried out by the
authors. The study was done in relation to the
text as well as audio-video material. The
authors found that most of the material is
prepared by experts in Astronomy and hence it
is very good to give elementary information on
the subject but is of tittle help to study the
physical concepts involved in astronomy.
Year: IV, Vol :4, Issue : 2'o
Shikshanateel Marmadrishti
Conclusions
The study reveals that computers and
multineedia are being extensively used in
physics and astronomy education. Following
conclusions can be drawn regarding the use of
these teaching aids:
1. Multimedia and computers in physics and
astronomy education are very much useful
to offer learners and teachers a better way to
visualise, analyse and understand the
various topics in physics.
2. Use of computers reduces laborious manual
data collecting and analysis.
3. Computers provide a learning environment
in which students are engaged in the 'active'
process of learningphysics and astronomy.
4. The interactive computer simulations have
positive impact on the nature and quality of
teachers' explanations regarding physical
phenomena.
5. As far as the audio-visual material in
astronomy is concerned, the following
conclusions are drawn: a) The material is not
prepared with distance learner in mind,
hence it does not conform with the pattern
of self-1ear"i"g.b) Many CDs and cassettes
are focussed only on one celestial object.
Naturally they do not cover the remaining
objects which are billions in number. c)
Almost all material is made for amateurs.
Hence for a student seeking career in this
domain its use is limited. d) The principles
of physics which are extensively required in
astronomy have not found place in these
CDs and cassettes. In essence it can be said
that ihe audio-visual material available in
the market is very good as far as information
and entertainment are concerned but is of
little help for graded and comprehensive
knowledge of the subject to pursue higher
studies.
References
Books. booklets and articl*
1. Brungardt,J., & Zollaman, D. A. (1995). The
Influence of interactive videodisc instruction
using simultaneous time analysis on
1.6 Quarterly : july to September 2012
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kinematics graphing skills of high school
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2. Berthomieu, F. (1998). Computer as a tool in
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Year: IV Vol:4, Issue:2'o 18 Quarterly : July to September 2012