Abstract This paper aimed to analyze the effectiveness of the CCWorldWeatherGen tool, focusing on climate change in São Paulo, São Paulo State, Brazil. For this, dry-bulb temperature, relative humidity, global solar radiation, and wind speed data from the test reference year weather file (1954) and the CCWorldWeatherGen file for the 2020 period (representing the 2011-2040 period) were compared with observational data collected between 2011 and 2023 by the Meteorological Station of the Institute of Astronomy, Geophysics, and Atmospheric Sciences of the University of São Paulo. The accuracy of variables predicted using weather files was evaluated using five statistical measures of error. Annual relative root mean square error (RRMSE) values for dry-bulb temperature, relative humidity, global solar radiation, and wind speed in the morphed weather file were 17.04% (good), 17.95% (good), 31.57% (poor), and 224.44% (poor), respectively. It is concluded that CCWorldWeatherGen is suitable for generating future weather files with complete information, mainly for its practicality. However, this approach requires caution, as sequences depend on the consistency of the weather file used as a basis. tool State Brazil drybulb dry bulb temperature humidity radiation 1954 (1954 202 representing 20112040 2040 2011-204 201 Astronomy Geophysics RRMSE (RRMSE 1704 17 04 17.04 good, good , (good) 1795 95 17.95 3157 31 57 31.57 poor, poor (poor) 22444 224 44 224.44 respectively information practicality However caution basis 195 (195 20 2011204 204 2011-20 170 1 0 17.0 (good 179 9 17.9 315 3 5 31.5 (poor 2244 22 4 224.4 19 (19 2 201120 2011-2 17. 31. 224. (1 20112 2011- (

Resumo O objetivo deste artigo foi analisar a eficácia da ferramenta CCWorldWeatherGen, considerando as mudanças climáticas na cidade de São Paulo. Para tanto, as variáveis temperatura do ar (bulbo seco), umidade relativa do ar, radiação solar global, e velocidade do vento do arquivo climático de referência, de 1954, e do arquivo climático gerado pelo CCWorldWeatherGen para 2020 (representa 2011 a 2040), foram comparadas com observações da Estação Meteorológica do Instituto de Astronomia, Geofísica e Ciências Atmosféricas da Universidade de São Paulo, obtidas entre 2011 e 2023. A acurácia das variáveis dos arquivos climáticos foi avaliada por meio de cinco indicadores de erro. Os resultados da raiz do erro quadrático médio relativo (RRMSE) anual para a temperatura de bulbo seco do ar, umidade relativa do ar, radiação solar horizontal global, e velocidade do vento foram 17,04% (bom), 17,95% (bom), 31,57% (ruim) e 224,44% (ruim), respectivamente. A ferramenta CCWorldWeatherGen é adequada, especialmente por sua praticidade, para gerar futuros arquivos climáticos com informações completas. Mas seu uso demanda cautela porque as progressões dependem da consistência dos dados do arquivo climático utilizado como base. Paulo tanto seco, , seco) global referência 1954 202 representa 201 2040, 2040 2040) Astronomia 2023 RRMSE (RRMSE 1704 17 04 17,04 bom, bom (bom) 1795 95 17,95 3157 31 57 31,57 ruim (ruim 22444 224 44 224,44 ruim, respectivamente adequada praticidade completas base 195 20 204 170 1 0 17,0 (bom 179 9 17,9 315 3 5 31,5 2244 22 4 224,4 19 2 17, 31, 224,

Resumo: Apresenta-se uma análise bibliométrica baseada em artigos de pesquisa publicados entre 2010 e 2022 para responder à pergunta: Como são organizados os conteúdos de ensino nas ciências naturais e quais são seus fundamentos teóricos e metodológicos? A busca foi realizada nas bases de dados SciELO, Dialnet, Scopus, ProQuest e no motor de busca Google Scholar, utilizando as seguintes palavras-chave: sequências de ensino e aprendizagem, sequência de ensino, sequência de aprendizagem, proposta didática, proposta de ensino, estratégia didática, unidade didática, sequência didática, experiência de sala de aula, projeto de aula, sistema didático e ciências naturais (biologia, física, química, astronomia e geologia). Foram encontrados 85 artigos, para cuja análise foram estabelecidas três categorias: 1) características gerais dos artigos, 2) natureza das experiências propostas e 3) elementos mediadores na construção. Foi estabelecido que os sistemas de organização de conteúdo mais comumente implementados são "sequência de ensino e aprendizagem", "sequência didática" e "unidade didática", e foi observado que os docentes estão começando a considerar os contextos e as realidades dos alunos, tanto em termos de conteúdo quanto de estratégias. Também foram estabelecidos elementos importantes para os docentes na elaboração da organização do conteúdo: a história da ciência, as habilidades cognitivo-linguísticas, as novas tecnologias informáticas e a avaliação

Resumen: Se presenta un análisis bibliométrico realizado con base en trabajos de investigación publicados entre el año 2010 y 2022 para responder a la pregunta: ¿Cómo se organizan los contenidos objeto de enseñanza en las ciencias naturales y en qué se fundamentan teórica y metodológicamente? La búsqueda se hizo en las bases de datos SciELO, Dialnet, Scopus, ProQuest y el buscador Google Académico usando las siguientes palabras clave: secuencias de enseñanza y aprendizaje, secuencia de enseñanza, secuencia de aprendizaje, propuesta didáctica, propuesta de enseñanza, estrategia didáctica, unidad didáctica, secuencia didáctica, experiencia de aula, proyecto de aula, sistema didáctico y ciencias naturales (biología, física, química, astronomía y geología). Se encontraron 85 artículos para cuyo análisis se establecieron tres categorías: 1) características generales de los artículos, 2) naturaleza de las experiencias planteadas y 3) elementos mediadores en la construcción. Se estableció que los sistemas de organización de contenidos mayormente implementados son “secuencia de enseñanza y aprendizaje”, “secuencia didáctica” y “unidad didáctica” y se observó que los docentes comienzan a considerar los contextos y realidades del estudiantado, tanto en contenidos como en estrategias. También se establecieron elementos importantes para los docentes a la hora de diseñar una organización de contenidos: la historia de las ciencias, las habilidades cognitivo-lingüísticas, las nuevas tecnologías informáticas y la evaluación

Abstract: This paper presents a bibliometric analysis based on research studies published between 2010 and 2022 to address the question: How are the contents of natural sciences teaching organized, and what are their theoretical and methodological foundations? The search was conducted in the SciELO, Dialnet, Scopus, ProQuest, and Google Scholar databases using the following keywords: teaching and learning sequences, teaching sequence, learning sequence, didactic proposal, teaching proposal, didactic strategy, didactic unit, didactic sequence, classroom experience, classroom project, didactic system, and natural sciences (biology, physics, chemistry, astronomy, and geology). A total of 85 articles were found and analyzed according to three categories: 1) general characteristics of the articles, 2) the nature of the proposed experiences, and 3) mediating elements in the construction. The study established that the most commonly implemented content organization systems are "teaching and learning sequence," "didactic sequence," and "didactic unit." It was also observed that teachers are increasingly considering the contexts and realities of students in both content and strategies. Additionally, important elements were identified for teachers when designing content organization, including the history of sciences, cognitive-linguistic skills, new information technologies, and evaluation

Abstract In his article “La verdad y el éxito de la ciencia: A propósito de un artículo de P. Kyle Stanford” (2002), Manuel Comesaña addresses fundamental questions about the nature and success of science, taking P. Kyle Stanford’s article as a reference for his critical analysis. Although the central focus of both works is not specifically on the Copernican Revolution, it is relevant to analyse how both authors use this historical example from astronomy to illustrate their metaphysical commitments. Rigorous analysis of this historiographical episode will provide better foundations for the broader discussion of the realism-anti-realism debate. It is for this reason that we will undertake a critical study and subsequent correction of the way in which both authors set up their accounts to exemplify their positions. What we have come to contribute with our commentary is not a position that attempts to account for the success of the anti-realist proposals that the authors are interested in debating, but rather we intend to shed light on the treatment given to the historical case in order to clarify certain obscure points in the debate.

Resumen En su artículo “La verdad y el éxito de la ciencia: A propósito de un artículo de P. Kyle Stanford” (2002), Manuel Comesaña aborda cuestiones fundamentales sobre la naturaleza y el éxito de la ciencia, tomando como referencia el artículo de P. Kyle Stanford para proceder a su análisis crítico. Aunque el foco central de ambos trabajos no se encuentra específicamente en la revolución copernicana, es relevante analizar cómo ambos autores utilizan este ejemplo histórico proveniente de la astronomía para ilustrar sus compromisos metafísicos. El análisis riguroso de este episodio historiográfico proporcionará mejores fundamentos para la discusión más amplia sobre el debate realismo-antirrealismo. Es por esto que vamos a realizar un estudio crítico con su posterior corrección sobre la manera en que ambos autores configuran su relato para la ejemplificación de sus posturas. Lo que venimos a aportar con nuestro comentario no es una posición que intente dar cuenta del éxito de las propuestas antirrealistas que les interesa debatir a los autores, sino que pretendemos arrojar luz sobre el tratamiento que se le dio al caso histórico de modo de clarificar ciertos puntos oscuros en el debate.

Abstract: This paper presents an overview of the themes and contents covered in Astronomy Education Research conducted in postgraduate programs in Brazil between 1973 and 2018. The researchers used Content Analysis to deal with 490 studies and identify the most discussed themes and their correlation with different stages of education, including Basic Education, Higher Education, and Non-School Education. The results showed that the Sun-Earth-Moon system is the most discussed theme in Elementary and Secondary Education, while Celestial Mechanics and gravity are more prevalent in Higher Education. Research on Non-School Education often does not focus on specific themes. The researchers discovered a central focus on teaching and learning processes, reflected in the emphasis on content and method. The study identifies trends and gaps that can contribute to developments in this field. Abstract 197 2018 49 education NonSchool Non School SunEarthMoon Sun Earth Moon processes method field 19 201 4 1 20 2

Resumo: Esta pesquisa, do tipo Estado da Arte, apresenta um recorte sobre temas e conteúdos abordados nos estudos sobre Educação em Astronomia produzidos em cursos de pós-graduação no Brasil, de 1973 a 2018. Foram recuperados e analisados 490 estudos, por meio da ferramenta metodológica Análise de Conteúdo. Identificados os mais abordados, correlaciona-se a abordagem com as diferentes etapas da Educação Básica, com o Ensino Superior e com a Educação Não Escolar. O Sistema Sol-Terra-Lua destaca-se no Ensino Fundamental e Médio, enquanto no Ensino Superior, observa-se a predominância de estudos em Mecânica Celeste e Gravitação. As pesquisas na Educação Não Escolar, em geral, não se dedicam a temas específicos. A correlação entre Temas e Conteúdos e o Foco Temático têm ênfase em Conteúdo e Método, refletindo atenção central nos processos de ensino e aprendizagem. Desse modo, indica-se tendências e lacunas com o propósito de contribuir com o desenvolvimento da área. Resumo pesquisa Arte pósgraduação pós graduação Brasil 197 2018 49 correlacionase correlaciona Básica Escolar SolTerraLua Sol Terra Lua destacase destaca Médio observase observa Gravitação geral específicos Método aprendizagem modo indicase indica área 19 201 4 1 20 2

No presente trabalho realizamos o experimento de Eratóstenes utilizando a Lua cheia como fonte de luz, ou seja, fizemos o experimento à noite. As medidas foram conduzidas nas cidades de Goiânia-GO e Carolina-MA. Os dados coletados foram interpretados utilizando-se três modelos diferentes: i) o modelo de mesma longitude (o modelo padrão de Eratóstenes); ii) o modelo generalizado para cidades separadas tanto em latitude quanto em longitude; iii) o modelo generalizado acrescido do valor da latitude da cidade mais ao Norte (a cidade de Carolina). Os valores obtidos nos três modelos, R 1 = ( 6,3 ± 0,1 ) × 10 3 k m, R 2 = ( 6,2 ± 0,2 ) × 10 3 k m e R 3 = ( 6,2 ± 0,2 ) × 10 3 k m, estão em pleno acordo com o valor do raio médio volumétrico da Terra, R N A S A = 6,371 × 10 3 k m. Essa comparação mostra a coerência dos modelos bem como a boa qualidade dos dados experimentais. Esperamos que o presente trabalho estimule debates sobre modelos teóricos e implementações experimentais voltados às estimativas de tamanhos e distâncias na Terra e no Sistema Solar. luz seja noite GoiâniaGO Goiânia GO CarolinaMA. CarolinaMA Carolina MA. MA Carolina-MA utilizandose se diferentes i Eratóstenes) ii iii Carolina. . Carolina) 63 6 6, 01 0 0, 62 02 6371 371 6,37 Solar 637 37

In the present work we carried out Eratosthenes’ experiment using the full Moon as light source, in other words, we carried out the experiment at night. The measurements were conducted in the cities of Goiânia-GO and Carolina-MA. The collected data were interpreted using three different models: i) the model with the same longitude (the Eratosthenes’ standard model); ii) the generalized model for cities separated in both latitude and longitude; iii) the generalized model supplemented with the value of the latitude of the northernmost city (the city of Carolina). The values obtained in the three models, R 1 = ( 6.3 ± 0.1 ) × 10 3 k m, R 2 = ( 6.2 ± 0.2 ) × 10 3 k m and R 3 = ( 6.2 ± 0.2 ) × 10 3 k m, are in full agreement with the average volumetric radius of the Earth, R N A S A = 6.371 × 10 3 k m. This comparison shows the coherence of the models as well as the good quality of the experimental data. We hope that this work is going to stimulate debates about theoretical models and experimental implementations aimed to estimate sizes and distances on Earth and in the Solar System. Eratosthenes source words night GoiâniaGO Goiânia GO CarolinaMA. CarolinaMA Carolina MA. MA Carolina-MA i model) ii iii Carolina. . Carolina) 63 6 6. 01 0 0. 62 02 6371 371 6.37 System 637 37

This article aims to verify Kepler’s Third Law for different astronomical systems across various distance scales, such as Jupiter and its four Galilean moons, as well as the Solar System, exoplanets, and galaxies. In the case of Jupiter, we used real and simulated data using the Contemporary Laboratory in Astronomy (CLEA) program, using the equivalence between Simple Harmonic Motion (SHM) and Uniform Circular Motion (UCM). For the Solar System and exoplanets, we employed data from NASA’s space missions, and for galaxies, we utilized data regarding the motion of nearby stars around the Sagittarius A* black hole in the Milky Way. Kepler’s law is verified at lunar, planetary, and exoplanetary scales and is also approximately satisfied for Sagittarius A*. However, Kepler’s Third Law does not hold for the overall motion of stars around galactic centers, as the rotation curves of galaxies exhibit behavior different from that predicted by the inverse square law. It is possible that the influence of dark matter may be dominant in these systems. Keplers Kepler s moons exoplanets CLEA (CLEA program SHM (SHM UCM. UCM . (UCM) NASAs NASA missions A Way lunar planetary However centers (UCM

Este artigo tem como objetivo verificar a terceira lei de Kepler para diferentes sistemas astronômicos em diversas escalas de distância, tais como Júpiter e suas quatro luas Galileanas, bem como o Sistema Solar, exoplanetas e galáxias. No caso de Júpiter utilizamos dados reais e simulados usando o programa Contemporary Laboratory in Astronomy (CLEA) valendo-se da equivalência entre o movimento harmônico simples (MHS) e movimento circular uniforme (MCU). Para o Sistema Solar e exoplanetas usamos dados das missões espaciais da NASA, e para galáxias, usamos dados do movimento de estrelas próximas do buraco negro Sargittarius A* da Via Láctea. A lei de Kepler é verificada nas escalas lunares, planetárias e exoplanetárias, sendo aproximadamente satisfeita também para Sargittarius A*. Por outro lado, a Terceira lei de Kepler não se verifica para o movimento geral de estrelas ao redor dos centros galácticos, pois as curvas de rotação de galáxias apresentam comportamento diferente do estabelecido pela lei do inverso do quadrado e é possível que a influência da componente de matéria escura seja dominante nestes sistemas. distância Galileanas CLEA (CLEA valendose valendo MHS (MHS MCU. MCU . (MCU) NASA Láctea lunares exoplanetárias lado galácticos (MCU

Abstract: This study aimed to analyze the scientific literature on astronomy’s teaching in basic education, with a particular focus on the initial years of elementary school. Specifically, the review examined a fifteen-year period (2007-2021) of Caderno Brasileiro de Ensino de Física (CBEF) publications. The material published before, during, and after the approval of the BNCC and the International Year of Astronomy in 2009 was subjected to a systematic literature review with a sample of 44 articles. It was evident that there was a consensus regarding the importance of astronomy education, the need for continuous teacher training, and the reevaluation of teacher formation. The Year of Astronomy had a significant impact on the number of articles published, while the implementation of the BNCC was associated with a modest increase. Additionally, the works exhibit minimal regional or gender diversity, indicating a multifaceted and comprehensive scenario in a rich field of research with significant potential for further exploration. Abstract astronomys s education school Specifically fifteenyear fifteen year 20072021 2007 2021 (2007-2021 CBEF (CBEF publications before during 200 4 training formation increase Additionally diversity exploration 2007202 202 (2007-202 20 200720 (2007-20 2 20072 (2007-2 (2007- (2007 (200 (20 (2 (

Resumo: Esse estudo teve como objetivo analisar produções científicas sobre o Ensino de Astronomia na Educação Básica, com enfoque nos anos iniciais do Ensino Fundamental. Especificamente, examinou um período de quinze anos (2007 a 2021) das publicações da revista Caderno Brasileiro de Ensino de Física (CBEF), da UFSC. Foram analisados trabalhos publicados antes, durante e após a aprovação da BNCC e do Ano Internacional da Astronomia, em 2009. A metodologia usada foi a revisão bibliográfica sistemática. Identificou-se consenso sobre a relevância do Ensino de Astronomia, a necessidade de formação contínua de professores e a reavaliação da formação. Observou-se um grande impacto do Ano da Astronomia na quantidade de trabalhos publicados, enquanto a implementação da BNCC relaciona-se a um aumento mais modesto. Constatou-se pouca diversidade regional e de gênero nos trabalhos, apontando para um cenário multifacetado e abrangente, em um campo de pesquisa rico a ser explorado. Resumo Básica Fundamental Especificamente 2007 (200 2021 CBEF, CBEF , (CBEF) UFSC antes 2009 sistemática Identificouse Identificou se Observouse Observou relacionase relaciona modesto Constatouse Constatou abrangente explorado 200 (20 202 (CBEF 20 (2 2 (

Resumo: Esta pesquisa teve como objetivo analisar como a inclusão é abordada nos trabalhos acadêmicos apresentados no Simpósio Nacional de Educação em Astronomia (SNEA). Dessa forma, foram selecionados trabalhos de Comunicação Oral e Comunicação de Painel nos Anais das edições entre 2011 e 2018. Esses trabalhos foram analisados teoricamente, buscando identificar se a inclusão de alunos com deficiência foi abordada e de que forma foi tratada em relação ao Ensino de Astronomia. A análise de conteúdo foi utilizada na elaboração das categorias de abordagem: inclusão vinculada à especificidade do indivíduo/deficiência, ou, relação com a inclusão relacionada à cultura, para a elaboração dos descritores: espaço e nível de ensino, tipo de inclusão, origem da pesquisa e conteúdo da disciplina de Astronomia. Os resultados apontam a necessidade de estudos que abordem o Ensino de Astronomia para os estudantes público-alvo da Educação Especial, visando suprir as lacunas identificadas nesta investigação. Resumo SNEA. SNEA . (SNEA) 201 2018 teoricamente abordagem indivíduodeficiência indivíduo indivíduo/deficiência ou cultura descritores ensino públicoalvo público alvo Especial investigação (SNEA 20 2

Abstract: This study aimed to analyze how inclusion is addressed in academic papers presented at the National Symposium on Astronomy Education (SNEA). Thus, Oral Communication, and Panel Communications were selected in the proceedings of editions between 2011 and 2018. These papers were analyzed theoretically, in an attempt to identify whether the inclusion of students with disabilities was addressed, and how it was treated concerning Astronomy teaching. Content analysis was used in the elaboration of categories, namely: inclusion linked to the specificity of the individual and disability or, the relationship with inclusion related to culture, for the elaboration of the following descriptors: space and level of education, type of inclusion, origin of the research and Astronomy content. The results point to the need for studies that address the teaching of Astronomy to Special Education students, aiming to fill the gaps identified in this investigation. Abstract SNEA. SNEA . (SNEA) Thus Communication 201 2018 theoretically categories namely or culture descriptors education content investigation (SNEA 20 2

SIGNIFICANCE: The launch of the Southern African Large Telescope (SALT) in 2005, and the introduction of astronomy outreach to interface with the general public, signified a turning point in South African astronomy. We conducted a small study to begin to understand the perceptions of the community that hosts the research facility in Sutherland, in the Northern Cape Province, South Africa. There is an ongoing need for good stakeholder engagement for sustainability. Scientists need critically to consider and review engagement processes with remote communities, including those flanking astronomy infrastructures.

Resumen En este breve ensayo se analiza someramente la resistencia al avance de la ciencia. Tradicionalmente se ha culpado a distintas instituciones, como el Estado (al no destinar suficientes recursos económicos) y la Iglesia (por oponerse a tratamientos o procedimientos novedosos), o inclusive a los temores legítimos o infundados de la población, de que la ciencia no logre avanzar tan rápidamente como podría. Luego de rescatar unos cuantos ejemplos de la historia de la medicina, de la fisiología y de la astronomía, en esta oportunidad se propone que la principal oposición al avance de la ciencia proviene necesariamente de sus propias filas. Se justifica la necesidad de un cuestionamiento pausado a las ideas novedosas a la vez que se advierte contra la resistencia excesiva. Se presentan además algunos ejemplos de la resistencia originada en la religión, antagonismo que podría o no estar justificado. Interesantemente, en esos ejemplos también se ha identificado una importante oposición desde la ciencia misma. Se concluye que la oposición a cambiar los paradigmas vigentes y abrazar el progreso podría ser una cualidad inherente a la ciencia, más que un defecto de la religión o de otras instituciones.

Abstract In this paper the resistance to the progress of science is briefly analyzed. The blame for suppressing the rapid advancement of science has traditionally been laid on various institutions such as the State (by not providing sufficient economic resources), and the Church (by opposing new treatments or procedures), or even the legitimate or unfounded fears of the population. Having recalled a few examples from the history of medicine, physiology, and astronomy, it is suggested that the main opposition to the progress of science necessarily comes from within its ranks. The need for a gradual questioning of novel ideas is justified while warning against excessive resistance. Some examples of resistance originating in religion are also presented, antagonism that may or may not be justified. Interestingly, in these examples, significant opposition from science itself has also been identified. In conclusion, the opposition to changing existing paradigms and embracing progress may be an inherent quality of science rather than a deficiency of religion or other institutions.

The article critically assesses the quality of the research of four articles published under the theme "Faith and the Natural Sciences" in the Journal of Humanities, 63(2):192-261. Lewis Vaughn's statement in his book The Power of Critical Thinking is taken as cue for assessing the articles. He wrote (Vaughn, 2005:3): "Critical thinking focuses not on what causes a belief, but whether it is worth believing. A belief is worth believing, or accepting, if we have good reasons to accept it." The conclusion of the authors already expressed in the first of the articles, namely that the Bible and the Christian religion support the results of modern science, is scrutinised critically in the current article. In the first section the issue of how researchers are able to distinguish between truth and falsity is discussed. The authors of the articles under discussion answered this question in terms of a scientific method consisting of the following steps: (1) observation, (2) questioning, (3) formulation of a hypothesis, (4) challenging the hypothesis, (5) formulation of a theory. However, they are of the opinion that research done by natural scientists differs from the kind of research done by researchers in the humanities, social sciences and religion. According to them the latter group may commence their research with presuppositions. Research in theology may serve as an example. According to their reasoning religious convictions are allowed to guide the research. They therefore distinguish between religious convictions and interpretations based on religious convictions respectively. Researchers in theology may critically assess the quality of the interpretations - but never the religious convictions themselves since this can lead to questioning of eternal religious truths. While I agree with their exposition of the scientific process as a method of discovering the truth about an aspect of the world in which we live, I argue against their conviction that research done in the humanities, social sciences and religion differs from that done in the natural sciences and that faith convictions are allowed to play a role in the research process. My argument is illustrated with reference to two examples - one from the natural sciences, and one from the human sciences. The example from the natural sciences focuses on astronomy and the paradigm shift brought about by Copernicus's (1774-1543) and Galileo Galilei's (1564-1642) investigations. Prior to their research findings astronomers were convinced that the earth is the centre of the universe and that the sun, moon and planets revolve around the earth. The abovementioned observations led to the discarding of the geocentric model of the universe. However, Copernicus's and Galileo's new hypothesis was not immediately accepted. It took time before the heliocentric model of the universe was accepted. This shift can also be called a shift in perspective. The different scholars looked at the same natural phenomena but saw different pictures. The identification of sources in the Pentateuch serves as an example of a similar process in the human sciences. Jean Astruc (1684-1766) believed that Moses was the author of the Pentateuch. However, his research of the book of Genesis revealed that Moses had used different names for God: Elohim and Yahweh. This led Astruc to formulate the hypothesis that Moses had used two older sources (E and J) to write the book of Genesis. He also identified a third source consisting of smaller fragments in Genesis. This was the beginning of the so-called four-sources hypothesis concerning the origin of the Pentateuch and resulted in the identification of the sources J, E, D, and P. Julius Wellhausen (1844-1918) used this hypothesis to argue that the priestly material (the laws, regulations and prescriptions) originated after the prophetic material. He discarded the old conviction that the priestly material originated during the early history of Israel. This also led to questioning of the conviction that Moses was the author of the Pentateuch. It would appear that the authors of the articles under consideration are totally oblivious of recent research findings, since they still refer to Moses as the author of Genesis. In the second section of the current article the relationship between truth and history is discussed. In the first sub-section of this part of the article the dawn of a historical consciousness in the Western world is considered. Charles Darwin (1809-1882) benefitted from such consciousness. He merged history with biology and argued that animal and plant species are not static, but that they do change over time. This led to his book The Origin of Species published in 1859 which the authors of the four articles erroneously referred to as the 18th century. The second sub-section of this part of the article discusses Thomas Kuhn's (1922-1996) identification of paradigms and paradigm shifts in the history of the natural sciences. It is subsequently argued that the history of biblical research reflects similar paradigms and paradigm shifts and concludes that there was a major paradigm shift towards the end of the 19th and the beginning of the 20th century. This shift entails a different look at the Bible. The Bible was no longer regarded as a special book containing the words of God. Rather, scholars became convinced that the Bible was entirely a human book. James Barr (1924-2006) eloquently formulated it as follows (1973:120): "If one wants to use the Word-of-God type of language, the proper term for the Bible would be Word of Israel, Word of some leading early Christians." The previous two sections of the current article identified the defects in the arguments entertained in the articles under discussion (June, 2023). The authors'assumption that research in the humanities and social sciences differs from scientific research is found to be problematical. Furthermore, they would appear to disregard the research history of the subjects they are comparing, since no mention is made of the paradigm shift in biblical studies. But that is not all, the authors also superimposed their convictions onto the text of the Bible as if such convictions were shared by people living in the ancient Near Eastern world. In the third section of the current article Genesis 1:1-2:4a and Genesis 2:4b-3:24 are properly analysed as etiological stories to drive home the nail that the research as reflected in said articles is unconvincing.

In hierdie artikel word die kwaliteit beoordeel van die navorsing wat in die vier artikels, gepubliseer onder die tema "Geloof en Wetenskap" in die Tydskrif vir Geesteswetenskappe, 63(2):192-261 tot uitdrukking kom. As vertrekpunt dien die oortuiging dat alle standpunte en menings rasioneel en krities beoordeel moet word om die feitelikheid, oftewel waarheidsgehalte daarvan te bepaal. In die ondersoek word die wetenskaplike navorsingsproses in ag geneem en die standpunt verdedig dat natuurwetenskaplike en geesteswetenskaplike navorsing nie wesenlik van mekaar verskil nie. Dit wys die standpunt van die navorsers af dat geesteswetenskaplike navorsing vanuit bepaalde geloofsvoorveronderstellings gedoen mag word. Daar word verder geargumenteer dat waarheid en geskiedenis ten nouste met mekaar saamhang, want wat in een eeu waar mag wees, kan in 'n volgende eeu as onwaar bewys word; daarom is 'n historiese bewussyn van die allergrootste belang. Die gebrek aan 'n sodanige bewussyn kan navorsers duur te staan kom, omdat hulle uitsprake kan maak en standpunte kan inneem wat histories nie korrek is nie. Die navorsers van die onderhawige artikels se poging om te bewys dat Genesis 1-3 met die moderne natuurwetenskaplike resultate versoen kan word, is onoortuigend, omdat hulle nie die historiese en kulturele kontekste van dáárdie verhale in ag neem nie. Voorts lees die navorsers hul oortuigings in die tekste in en laat sodoende die Bybel buikspreek.

Resumen Texto curatorial de la última muestra individual del artista contemporáneo Jose Luis Macas Paredes presentada en la galería de arte N24 en Quito, Ecuador. La sostenida investigación-acción del artista en y desde la pacha o tiempo-espacio andino continúa en dos series concebidas para el espacio de la galería: Luminancias y Achikyakushuyu (Dibujos de sol y agua). De la primera serie se analiza la restitución de gráficas y patrones precolombinos relacionados a la astronomía y a la luz como elemento activador. Las dinámicas composiciones también retoman el legado del neoconcreto brasilero. La segunda serie, integrada por dibujos en cianotipia, remite a la sincronía del artista con elementos vitales del mundo andino como son la agencia del sol y del agua. La exhibición se presentó en el marco del Kolla Raymi - Equinoccio de septiembre, festividad que honra al ciclo lunar, a las aguas, y a la fertilidad de la Pacha Mama.

Abstract Curatorial text of the latest solo exhibit by contemporary artist Jose Luis Macas Paredes presented at the N24 art gallery in Quito, Ecuador. The artist’s sustained research-action in and from the pacha or Andean time-space continues in two series conceived for the gallery space: Luminances and Achikyakushuyu (Sun and water drawings). The first series is analyzed by focusing on the restitution of pre-Columbian graphics and patterns related to astronomy and to light as an activating element. The dynamic compositions also take up the legacy of Brazilian neo-concrete. The second series, composed of cyanotype drawings, refers to the artist’s synchrony with vital elements of the Andean world such as the sun and water, and their agency. The exhibition was presented during the Kolla Raymi - September Equinox, a festivity that honors the lunar cycle, the waters, and the fertility of Pacha Mama.

High performance computing (HPC) refers to the practice of aggregating computing power of several computing nodes in a way that delivers much higher performance than one could achieve by a typical desktop computer in order to solve large problems in business, science, or engineering. The University of Namibia has so far received two HPC racks from the Centre for High Performance Computing in South Africa, of which one is operational. The primary use of the rack was foreseen to be human capacity development and awareness in HPC and to form part of Namibia's readiness in participating in the Square Kilometre Array (SKA) and the African Very Long Baseline Interferometry Network (AVN) projects, but is now also being used for research in multi-wavelength astronomy and beyond. This is one of the first HPC services set up and operated by an entirely African team. We perform tests to benchmark the computational power and data transfer capabilities of the system and find that each node, on average, has a peak performance power of 82.4+1.1 GFLOPS. We also summarise all the projects that have enlisted the HPC facility.

Abstract People's perceptions of the shape of the Earth are discussed extensively, but little is said about how teachers approach this subject. In this research, we seek to gain insight into the pedagogical and methodological strategies that aspiring educators envisage for teaching about this topic. Drawing from Harres’ research, we devised and implemented a questionnaire in which each participant shared instructional and methodological approaches based on their perception of a hypothetical student's response about the Earth’s shape. The findings suggest that the respondents have a pre-existing awareness of the students' perspectives on the matter. Differences between the two groups that came up highlight the significance of pedagogical debates in training future teachers. Peoples People s extensively subject research topic Harres students student Earths preexisting pre existing matter

Resumo Atualmente, muito se diz sobre as percepções dos indivíduos acerca do formato da Terra, mas pouco sobre a postura de professores frente a tais questionamentos. Nesta pesquisa, buscamos compreender as estratégias didático-metodológicas vislumbradas por futuros professores sobre conteúdos acerca da forma da Terra. A partir da pesquisa de Harres, adaptamos e aplicamos um questionário, propondo uma simulação onde cada participante expôs a sua conduta didático-metodológica referente à sua percepção da resposta do aluno acerca da forma da Terra. Os resultados indicam que os participantes já apresentam reflexão sobre as ideias dos alunos sobre tal questão, há diferenças entre os dois grupos analisados, as quais indicam a importância dos debates pedagógicos na formação do futuro professor. Atualmente Terra questionamentos didáticometodológicas didático metodológicas Harres questionário didáticometodológica metodológica questão analisados professor

This article seeks to present a current diagnosis on how Astronomy Teaching is situated in the context of Science Education in Brazil, and in teacher training. For High School, the National Common Curricular Base (NCCB) provides for interdisciplinary teaching in Natural Sciences and its Technologies, but currently the initial training of Physics, Chemistry and Biology teachers takes place in a disciplinary manner. In this context, we tried to identify whether subjects inherent to Astronomy are included in the curricula of these professionals’ training courses, to project the percentage of licensed professors in 2020 who could have access to these disciplines. As a way of structuring our work, we investigated the places and Higher Education Institutions where this contingent was formed, through the quantitative analysis of microdata from INEP and data captured on the websites of the degrees. The text is permeated by discussions and reflections regarding teacher training, in dialogue with the literature in the area. The results point to a contradictory scenario, where the degrees in Physics offered the best access to subjects related to Astronomy but formed a small number of professors. On the other hand, the degrees in Chemistry and, mainly, Biology had high rates of teacher training, but the access of their graduates to Astronomy subjects was insignificant, which, unfortunately, does little to improve the scenario of Astronomy Teaching in Brazil. Brazil School NCCB (NCCB Technologies manner professionals courses 202 disciplines work area hand mainly insignificant which unfortunately 20 2

Este artigo busca apresentar um diagnóstico atual sobre como o Ensino de Astronomia está situado no âmbito da Educação em Ciências no Brasil, e na formação de professores. Para o Ensino Médio, a Base Nacional Comum Curricular (BNCC) prevê um ensino interdisciplinar na área de Ciências da Natureza e suas Tecnologias, mas atualmente a formação inicial de professores de Física, Química e Biologia ocorre de maneira disciplinar. Nesse contexto, tentamos identificar se temas inerentes à Astronomia estão inseridos nos currículos dos cursos de formação desses profissionais, a fim de projetar o percentual de professores licenciados em 2020 que puderam ter acesso a essas disciplinas. Como forma de estruturar nosso trabalho, investigamos os locais e as Instituições de Ensino Superior no qual esse contingente foi formado, por meio da análise quantitativa de microdados provenientes do INEP e de dados captados nos sites das licenciaturas. O texto é permeado por discussões e reflexões a respeito da formação docente, em diálogo com a literatura da área. Os resultados apontam para um cenário contraditório, onde as licenciaturas em Física ofereceram o melhor acesso aos temas relacionados à Astronomia, mas formaram um baixo contingente de professores. Por outro lado, as licenciaturas em Química e, principalmente, Biologia tiveram altas taxas de formação docente, mas o acesso de seus licenciados aos temas de Astronomia foi insignificante, o que, infelizmente, pouco contribui para melhorar o cenário do Ensino de Astronomia no Brasil. Brasil Médio BNCC (BNCC Tecnologias disciplinar contexto profissionais 202 disciplinas trabalho formado docente contraditório lado principalmente insignificante infelizmente 20 2