Astronomy in Primary Education: A Teacher Training Project

Abstract

This study addresses the critical barrier to effective astronomy education in primary schools: the lack of content knowledge, confidence, and specialized pedagogical skills among educators. A two-day teacher training initiative was designed to improve comprehension of essential astronomical concepts and instructional readiness for 15 preschool educators. The project utilized a pre- and post-assessment framework to evaluate changes across domains, including awareness, comprehension, and preparedness. Pre-assessment data indicated that 53% of participants scored below the proficiency threshold. Following the intervention, post-assessment results demonstrated a profound and significant enhancement in instructional readiness. Over 90% of participants achieved high scores (levels 6–10), showing a substantial improvement in conceptual comprehension. Educators also gained increased confidence in developing practical learning resources and utilizing inquiry-based methods to rectify common misconceptions. This study validates that structured, targeted professional development is crucial for improving early childhood science education and substantially augmenting instructors’ ability to provide engaging, science-oriented educational experiences, thereby fostering an early interest in STEM and curiosity about the cosmos