Insights for Planetarium and Museum Educators Revealed by the iSTAR international Study of Astronomical Reasoning Database

Dedicated sky watchers through the centuries have long sought to find the best teaching methods to efficiently and effectively transfer vast amounts of accumulated star knowledge to the next generation of sky watchers. Although detailed maps specifying the names and locations of stars have been carefully displayed on spherical globes for thousands of years, it is the 1923 installation of a Zeiss-made, large, mechanical star projector in Munich that is often cited as the first modern projection planetarium for teaching astronomy. In the 1930's, impressive planetariums were installed Chicago, Los Angeles and New York, which then in turn served as a catalyst for additional planetarium construction. Planetarium construction increased rapidly in the United States due to federal funding to schools and museums through the 1958 US National Defense Education Act and the US went from one planetarium in 1930, to six in 1940, to about 100 in 1960, increasing to 200 in 1963, 450 by 1967—even before humans had landed on the Moon—and more than 1,000 by 1975. Today, nearly 3,000 permanent planetarium facilities are available to show the stars and heavenly motions to children and adults alike across the world, with perhaps another thousand portable planetariums adding to the available teaching venues. Simultaneous with their construction, discipline-based astronomy education have been trying to better understand, and ultimately improve, how people learn astronomy in the planetarium. A systematic analysis of planetarium education research articles, dissertations, and theses found in the recently constructed, community-wide, international Study of Astronomical Reasoning iSTAR database at istardatabase.org reveal that many of the systematic studies conducted in the 1960s and 1970s using domes served by servo-mechanical star projects have been reproduced again in recent decades in theaters using digital video projection showing nearly the same results: student-passive, information-download lectures are largely ineffective at enhancing student learning and student attitudes toward science whether they occur in a traditional classroom or multi-media planetarium theater.