Fostering STEM Interests through Astronomy Outreach Initiatives in Secondary Education

Fostering STEM Interests through Astronomy Outreach Initiatives in Secondary Education

Othman Zainon

Faculty of Built Environment & Surveying, Universiti Teknologi Malaysia, Johor Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0574

Received: 18 September 2025; Accepted: 26 September 2025; Published: 23 October 2025

ABSTRACT

Astronomy offers a unique and engaging gateway to foster interest in science, technology, engineering, and mathematics (STEM) disciplines among secondary school students. This study investigates the effectiveness of astronomy outreach initiatives in inspiring curiosity and enthusiasm for STEM subjects and careers. Through a combination of hands-on activities, knowledge sharing, and games, these programs provide students with opportunities to explore scientific concepts in an accessible and exciting way. The research focuses on several key outreach initiatives, including the use of telescopes for celestial observations, participation in citizen science projects, and integration of digital tools such as open-source astronomy software. The inclusion of service-learning elements allows students to act as knowledge ambassadors, sharing what they learn with their peers and local communities. This dual approach not only deepens students’ understanding of astronomy but also develops critical skills such as teamwork, communication, and leadership. A set of questionnaires have been distributed to ninety-two (92) participants involve in the service-learning program. The result show that 92.8% of the respondents agreed that their get a positive impact, new knowledge and enhance their innovation perception from the knowledge sharing and hands-on activities. This paper highlights the potential of astronomy outreach initiatives to address challenges in STEM education, such as the perceived inaccessibility of complex scientific topics and the lack of diverse role models.

Keywords: Astronomy, STEM education, service learning, outreach, secondary student

INTRODUCTION

As scientific discoveries and technology breakthroughs continue to influence the modern world, STEM education has emerged as a crucial topic of worldwide attention. However, sustaining student involvement and encouraging sustained interest in STEM fields are ongoing problems for educators and policymakers. Although many students drop out of science and technology before they may attend college, an increasing amount of evidence shows that secondary education is an important time for fostering students’ passion for these topics [11]. In order to solve this problem, creative strategies like outreach programs for astronomy have been used more and more to improve STEM education and spark students’ ongoing interest [2], [8], and [9].

The breadth, complexity, and capacity to relate theoretical knowledge to practical applications make astronomy well suited to arouse interest and enthusiasm. Research indicates that astronomy-related activities increase kids’ likelihood of developing critical thinking abilities, problem-solving abilities, and a greater enthusiasm for STEM subjects [5]. Astronomy outreach programs, in contrast to typical classroom instruction, use interactive teaching techniques, such as telescope observations, planetarium visits, and practical research projects, to produce engaging learning opportunities.

According to [13], these programs give students the chance to participate in real-world physics, math, and technology applications in addition to introducing them to scientific ideas. Astronomy’s accessibility and interdisciplinary nature make it a perfect medium for STEM education. Incorporating astronomy-based learning into secondary school stimulates students’ creativity and motivates them to investigate intricate scientific processes in an interesting way, claim [4] and [9]. Furthermore, interest in astronomy as a pathway to STEM employment has grown dramatically as public interest in space exploration and astrophysics continues to grow [2] and [9]. Students now find astronomy to be an engaging and relatable topic thanks to initiatives like NASA’s educational outreach and citizen science programs [16], [17] and [18].

Even with its promise, astronomy outreach has a number of obstacles to overcome, such as a lack of funding, a shortage of qualified teachers, and accessibility issues in underserved areas [19], [20] and [21]. To create astronomy education programs that are sustainable, schools, universities, research institutes, and private entities must work together. Numerous studies emphasize how crucial it is to close these gaps by offering teacher preparation programs and access to technology tools such online simulations and virtual observatories.

Two research questions have been highlighted for this study. First is how effective are astronomy outreach initiatives in increasing secondary school students’ interest in STEM subjects compared to traditional classroom instruction. Secondly, to what extent do astronomy outreach programs improve students’ comprehension of STEM concepts (e.g., physics, mathematics, and data analysis).

The primary objectives of this study are to evaluate the effectiveness of astronomy outreach initiatives in fostering student interest in STEM disciplines and to measure the impact of astronomy-based activities on students’ comprehension of key STEM concepts. The main outreach programs, their efficacy, and the policy factors required to increase astronomy instruction in secondary schools will be covered in the parts that follow. By means of these conversations, this study will add to the expanding corpus of research on cutting-edge STEM education approaches and how they influence the upcoming generation of engineers, scientists, and space enthusiasts.

Astronomy In Stem Education

Astronomy’s multidisciplinary nature and capacity to pique students’ interest make it an essential component of STEM education. It blends several scientific disciplines, such as engineering, physics, chemistry, and mathematics, making it a perfect subject for presenting difficult scientific ideas to students in an interesting and approachable manner [5], [8], [9]. Including astronomy in secondary school gives pupils the chance to investigate the basic ideas that guide our comprehension of the cosmos as space research continues to push the limits of human knowledge.

Astronomy’s capacity to motivate pupils via practical applications is a noteworthy advantage in STEM education. Students can participate in ongoing astronomical research through programs like NASA’s citizen science efforts and robotic telescope projects, which help close the gap between theoretical knowledge and real-world application [2] and [9]. In addition to reinforcing classroom ideas, these experiential learning opportunities provide kids a feeling of purpose and involvement, which may spark a greater interest in STEM-related jobs [17].

Additionally, because space research relies significantly on advanced engineering and computing technologies, astronomy promotes technical knowledge. Programming, data analysis, and instrumentation are all abilities that students who engage in astronomy-related activities frequently acquire; they are critical in today’s technologically advanced labor market. Astronomy is an excellent starting point for jobs in computer science and engineering as it teaches students the fundamentals of optics, electronics, and digital image processing, for instance, through the use of telescopes and the analysis of celestial photographs.

Apart from its educational advantages, astronomy cultivates awe and curiosity that can support sustained interest in STEM subjects. According to studies, pupils who take part in outreach initiatives related to astronomy are more likely to grow to have a favorable opinion of science and technology [11]. Students get a profound respect for the scientific enterprise and are more likely to pursue STEM-related courses and occupations when they are exposed to fascinating subjects like the hunt for alien life, the mysteries of dark matter, and the investigation of exoplanets [19].

Notwithstanding its promise, there are obstacles to incorporating astronomy into STEM education, including a lack of resources and inadequate teacher preparation. The success of astronomy outreach programs may be hampered by the fact that many schools lack the funds required to purchase telescopes, planetarium trips, or top-notch instructional materials [20]. To overcome these obstacles and guarantee that every student has the chance to benefit from astronomy-based STEM education, cooperation between academic institutions, research groups, and business sector stakeholders is necessary [5].

In summary, by offering interdisciplinary learning opportunities, encouraging critical thinking, and stimulating curiosity, astronomy plays a significant role in elevating secondary school students’ interest in STEM. An essential tool for involving pupils in science and technology, it connects academic understanding with practical applications. Astronomy integration within STEM education will only become more crucial as space exploration and astrophysical discoveries continue to influence our knowledge of the cosmos. The future generation of scientists, engineers, and space explorers can be inspired by astronomy outreach initiatives that are easily accessible and well-structured, which educators and policymakers should invest in to optimize their effect.

METHODOLOGY

The study approach used to investigate how astronomical outreach programs affect secondary students’ interest in STEM is described in the methods section. To guarantee objective and quantifiable outcomes, a quantitative research strategy was used, offering statistical support for evaluating shifts in student engagement, knowledge acquisition, and career goals in STEM subjects. To assure validity and reliability, this study uses a well-defined sample selection procedure, a systematic approach to data collecting, a structured research design, and rigorous data analysis methodologies.

The study focuses on assessing outreach programs related to astronomy, including knowledge sharing, interactive astronomy experiments, hands-on observational activities, and solar observation or stargazing activities. This study evaluates students’ views about STEM disciplines both before and after they take part in outreach initiatives using a quasi-experimental pretest-posttest approach. Surveys and statistical analyses were among the quantitative techniques used to evaluate shifts in learning outcomes and student involvement. To guarantee a thorough grasp of the outreach programs’ efficacy, information was collected from secondary school pupils in a variety of regional and socioeconomic contexts.

The findings are intended to provide guidance on how to best include astronomy into STEM education to educators, legislators, and outreach coordinators. Evaluating astronomical outreach programs including interactive astronomy knowledge sharing, hands-on activities, and observational activities is the main goal of the study. Students’ views about STEM disciplines are evaluated in this study using a quasi-experimental pretest-posttest approach before and after they take part in outreach initiatives. Because of the methodical approach, the results will provide significant understanding of how astronomy affects students’ academic interests and professional goals.

Data Collection

Quantitative methods are used in this project’s data analysis. Descriptive statistics like averages, percentages, and graphs are used to assess the questionnaire results and show how beneficial the initiative was. The purpose of this study was to investigate how astronomical outreach programs affect secondary students’ interest in STEM. The participants were given a questionnaire with nine items on it. The purpose of the questions was to collect data on the project’s efficacy. Respondents must base their responses on the “Likert” scale, as indicated in Table 1.

Table 1 Likert scale

According to Table 1, scale 1 indicates that they strongly disagree with their understanding of the significance of this initiative. However, a score of 2 indicates that they disagree with the idea and consciousness of the project’s significance. A scale of 3 then displays an ambiguous indication of their perspective and knowledge of the project’s significance. An indicator of agreement with their view and knowledge of the significance of this endeavor, however, is a score of 4. Finally, a scale of 5 indicates that the indications highly agree with the project’s evaluation. Participants in two astronomy programs were asked to complete questionnaires in order to collect quantitative data. To assess the project’s efficacy, 92 questionnaires were distributed to the participants.

RESULT AND DISCUSSION

Results of the project effectiveness study for the astronomical outreach programs affect secondary students’ interest in STEM. The participants consisted of 35 male participants representing 38% and 57 female participants representing 62% of the total participants. According to this gender split, the program was effective in drawing in more female students, which is noteworthy given that female underrepresentation is frequently a problem in STEM outreach. The fact that the program was able to attract more female participants indicates that its layout and execution were welcoming, inclusive, and considerate of the representation of women in STEM. Overall, the measurement of the participants’ knowledge level about this technology in Fig. 1 showed that 100% (n=92) of the participants agreed that this astronomy knowledge transfer program had given them an understanding and added astronomy knowledge.

Fig 1. This program provides a lot of information about astronomy that is indispensable

Fig. 2 shows that the participants had knowledge related to astronomy technology/ methods/knowledge before this program was implemented. Determining the participants’ background knowledge and astronomical exposure was essential before the experiential learning program initiative started. Knowing the kids’ level of acquaintance with scientific ideas gave researchers a baseline for assessing the success of the program and shed light on the larger difficulties facing STEM outreach in Malaysia.

Fig 2. The Participants Had Knowledge Related to Astronomy Technology/Methods/Knowledge Before

The findings of the poll, which was completed before the classes began, showed a startling range of participants’ astronomical expertise. 76% (n=70) of the ninety-two lower secondary students who participated said they had no prior knowledge of astronomy-related technologies, procedures, or ideas. This majority is representative of a group of students that were completely unfamiliar with the subject. This kind of research reveals a recurring weakness in the official school curriculum, where astronomy is frequently overlooked in favour of other scientific disciplines. The lack of organized exposure in schools emphasizes how crucial community-based outreach and university-led programs are to bridging these gaps in education.

On the other hand, 16% (n=15) of the participants said they knew very little or nothing about astronomy. These children were exposed, whether through self-motivated investigation, casual media learning, or scientific classes in school. They lacked a systematic grasp of fundamental concepts like lunar phases, eclipse creation, and celestial physics, though, and their knowledge was dispersed. The program gave this group the chance to organize and expand their knowledge into logical scientific frameworks in addition to just regaining their consciousness.

Next, 8% (n=7) of the respondents said they were already familiar with astronomy before to the start of the program. This group is especially significant since it shows that a minority of pupils had access to alternate learning resources or already have passion. These people could have been inspired by extracurricular activities like scientific clubs or planetarium trips, personal interests, or familial influences. Even though they were few in number, their involvement gave the cohort more variety since they could function as peer motivators and possibly encourage their less seasoned peers during conversations and activities.

The baseline knowledge distribution highlights a crucial fact: the majority of lower secondary pupils do not have organized, fundamental exposure to astronomy. Astronomy is not often prioritized in classroom learning contexts, as evidenced by the fact that two-thirds of the participants started the program knowing nothing at all. Additional initiatives that democratize access to scientific information and use engaging techniques to make abstract notions accessible are desperately needed in light of this lack. The program’s emphasis on do-it-yourself eclipse models was especially calculated in this sense as it gave students who would not have otherwise studied the topic a way to get started.

Furthermore, diverse learning experiences are made possible by the different degrees of prior knowledge. While individuals with partial or advanced comprehension might consolidate their learning and hone their abilities, those with no prior exposure could profit from the novelty of the subject matter. Crucially, the disparity in access to STEM materials among communities and schools is reflected in the variety of baseline knowledge as well as the larger social environment.

Overall, the first evaluation of the participants showed that they were primarily beginners, with very few having some or significant prior knowledge in astronomy. This reaffirmed the program’s importance and its function in ensuring that students from different educational backgrounds had equal opportunities. The program might modify its instructional tactics to guarantee inclusion and optimize effect by recognizing these beginning points. Therefore, the baseline data not only put the participants’ trip into context, but it also showed how important service-learning programs are in filling in the gaps that traditional schooling is unable to.

The curriculum shown a profound influence on participants’ comprehension of astronomy and their capacity to engage in scientific procedures. The baseline data indicated that most students have little to no prior understanding of astronomy; nevertheless, the post-program results demonstrate significant improvements in knowledge, skill development, and favorable behavioral changes.

One of the most notable outcomes was the complete agreement among participants on the program’s usefulness in boosting their understanding of astronomy. Fig.2 shows  that all ninety-two students (100%) reported an enhancement in their comprehension of astronomical subjects due to the curriculum. This unanimous reaction highlights the clarity and relevancy of the subject presented, as well as the accessibility of the instructional tactics utilized. The emphasis on eclipse phenomena, together with the practical assembly of basic models, offered tangible and accessible entrance points into a topic sometimes seen as abstract or remote. The curriculum provided an enlightening introduction to celestial science for students with no prior understanding, while it reaffirmed and broadened the conceptual frameworks of those with previous exposure. Next, Fig. 3 showed a positive response from the participants to the knowledge transfer delivered through this program.

Fig 3. A Positive Response from The Participants to The Knowledge Transfer

The statistics in Fig.3, further indicated that 37% (n=34) of participants expressed favourable reactions to the knowledge transfer procedure. Only 58 participant (63%) expressed their stratification, either due to differences in personal learning preferences or difficulties associated with the online learning style. Nonetheless, the overwhelmingly favourable reaction underlines the program’s capacity to engage students successfully, even within the restrictions of virtual delivery. It also verifies the program’s design, which used interactive talks, demonstrations, and model-making activities to maintain participant engagement and understanding.

Alongside generic information gain, the participants also shown a favourable response to the unique mechanism of knowledge transmission – see Fig.4.

Fig.4. Participants had a positive response to the transfer of knowledge that delivered through the program.

Figure 4 indicates that 98% (n=90) shown a favourable response to the methodology and material presented during the event. Merely two participant (2%) expressed doubt over the efficacy of the information transfer. The extremely positive feedback underscores the efficacy of the program’s interactive and practical methodology, which featured the creation of eclipse models as an accessible and engaging educational exercise.

The acquisition of skills was another essential result is shown in Fig.5. The curriculum sought to provide students with practical skills in astronomy, in addition to academic knowledge. Approximately 87% (n=80) of participants indicated that they had acquired proficiency in some or all of the abilities imparted, especially those pertaining to the construction of eclipse models and the elucidation of astronomical events. This illustrates the significance of experiential learning, which enhances conceptual understanding and cultivates confidence via practical engagement. A minority, 13% (n=12), reported that they had not completely acquired the abilities. This variance is anticipated, since variations in learning pace, resource availability at home, and individual involvement levels frequently influence skill attainment. Nonetheless, the majority’s achievement demonstrates that the program successfully provided participants with relevant skills.

Fig.5. Participants have mastered some or all of the skills after following the program

Another promising outcome was the participants’ shown readiness to implement their acquired knowledge outside the scope of the training as illustrate in Fig.6.

Fig.6 Participants continue to adopt the innovations resulting from this program

As seen in Fig.6, eleven percent (n=10) highly agree, and sixty-three percent (n=58) agree to express their plan to employ the innovations, particularly the DIY eclipse models, in their next educational or instructional contexts. This not only affirms the program’s significance but also indicates its potential for multiplicative effects, as secondary students may disseminate their acquired abilities to friends, siblings, or even educators. A further 11% (n=10) remained unclear regarding future application, which implies that follow-up activities or organized opportunities for continuous involvement might help strengthen long-term adoption of learnt behaviours.

The results encompassed not just immediate knowledge and abilities but also changes in attitudes and behaviours. Fig.7 shows the participants experience positive changes from the program and will continue to stay with these changes.

Fig.7 Participants experience positive changes from the program

84% (n=77) of participants indicated their intention to maintain the alterations in learning behaviour prompted by the program. This propensity to prolong involvement with astronomy shows that the program succeeded in kindling long-term interest, rather than offering merely transient exposure. The program promoted a culture of lifelong learning among participants by integrating scientific discovery into leisure activities and encouraged curiosity-driven inquiry.

The ramifications of these post-program results are many. Students acquired intellectual enrichment and practical skill, which can significantly impact their academic paths in STEM disciplines. The participants’ will to utilize and disseminate their knowledge indicates the possibility of wider dissemination of astronomical awareness at the community level. At the institutional level, UTM illustrated the efficacy of service-learning pedagogy in fulfilling both academic and societal goals.

Limitation

Despite providing insightful information about how astronomy outreach can encourage interest in STEM, this study has many drawbacks. The study predominantly utilized self-reported questionnaires, which may be susceptible to biases such as interest overestimation or social desirability effects. The brief period of the pretest and post-test approach limits the capacity to evaluate the long-term effects of outreach programs on students’ academic paths and career decisions. Furthermore, discrepancies in program implementation such as variations in teacher readiness, resource availability, and facilitation quality may have affected outcomes inconsistently among schools. Access limitations, especially in rural and underprivileged areas with inadequate internet connectivity and equipment, further hindered participation and may have resulted in an undervaluation of possible program advantages. The study’s sample, while diverse, may not adequately represent the wider secondary student population, hence constraining the generalizability of the findings. Recognizing these limitations bolsters the research’s credibility and underscores the necessity for longitudinal, mixed-methods studies that can yield more profound and nuanced insights on the role of astronomy outreach in STEM education.

CONCLUSIONS

Astronomy outreach projects serve as a transformational method in secondary education, effectively bridging the divide between abstract STEM concepts and engaging, relevant experiences for students. This study’s findings emphasize that effectively structured astronomical outreach activities not only stimulate interest but also yield quantifiable enhancements in understanding, motivation, and professional ambitions. Students that participated in telescope observations, planetarium trips, and citizen scientific activities consistently shown increased engagement and a stronger propensity to follow STEM careers relative to their classmates.

A long-term perspective indicates that the interdisciplinary nature of astronomy linking physics, mathematics, engineering, and computer science provides students with a comprehensive STEM experience that reflects the intricacies of real-world scientific challenges. These efforts cultivate the critical thinking and flexibility essential for the 21st-century job by involving students in genuine problem-solving and inquiry-based learning. Furthermore, data suggests that underrepresented and socio-economically disadvantaged students derive significant benefits from astronomy outreach, underscoring its potential as an equity-focused approach to enhance participation in STEM disciplines.

This study is grounded in three theoretical frameworks Constructivist Learning Theory, Social Cognitive Theory, and the Theory of Planned Behaviour that collectively elucidate the efficacy of astronomy outreach. Students acquire knowledge most effectively through active engagement, while role modelling bolsters their self-efficacy, and changes in attitudes and perceived behaviour control affect long-term career aspirations. These observations indicate that astronomy outreach serves not just to enhance scientific education but also as a catalyst for transformative transformation in STEM education. Notwithstanding the evident achievements, obstacles persist. Disparities in resources, inadequate teacher preparation, and insufficient institutional support might impede program viability. To resolve these issues, stakeholders comprising educational institutions, governmental bodies, non-governmental organizations, and scientific entities must cooperate to develop scalable, inclusive, and resource-efficient frameworks. Investments in teacher professional development, affordable astronomy kits, and digital learning platforms can substantially enhance outreach effectiveness. Policies that facilitate the incorporation of astronomical activities into official curriculum will promote sustainability and extensive acceptance.

Astronomy outreach activities must prioritize innovation and inclusion moving forward. Integrating virtual reality, internet telescopes, and gamified citizen science initiatives might broaden accessibility for students beyond geographical and socio-economic barriers. Collaborations with international space organizations and global competitions can motivate students by linking local education to worldwide scientific initiatives. Continuous assessment and research are essential to enhance best practices and consistently adjust programs to evolving educational requirements.

In conclusion, the post-program results indicate that the experiential learning initiative successfully transformed participants from novices which many of whom have no prior knowledge of astronomy into confident learners with both theoretical comprehension and practical abilities. The exceptionally favourable feedback, elevated levels of skill acquisition, and robust intents for future utilization demonstrate the program’s comprehensive influence. These results reinforce the need of incorporating accessible, experiential, and community-oriented approaches in STEM education, particularly in areas such as astronomy that have the capacity to excite curiosity and widen perspectives.

In summary, astronomy is distinctly equipped to function as both an inspirational and pragmatic medium for enhancing STEM education. By leveraging its global appeal and integrating it into outreach activities, educators and policymakers may cultivate a generation of scientifically educated, motivated, and inventive individuals. This generation will not only advance national STEM objectives but will also be prepared to address the urgent concerns of the 21st century. Astronomy outreach in secondary school should be seen as a strategic investment in the future of science, technology, and society, rather than a peripheral activity.

Future research should utilize longitudinal designs to assess whether astronomy outreach initiatives promote sustained STEM engagement over several years and impact students’ academic choices and career trajectories. The integration of mixed-methods approaches, which combine quantitative measures with qualitative interviews, classroom observations, and reflective journals, would yield deeper insights into students’ changing attitudes and learning processes. Increased focus is necessary on assessing structured teacher preparation programs that incorporate astronomy pedagogy, digital tools, and cross-curricular strategies to improve program delivery. Additionally, research should rigorously examine the impact of technology, specifically online simulations, virtual observatories, and citizen-science platforms, on mitigating access barriers for underserved communities. Cross-cultural and comparative studies can illuminate the ways in which local contexts, cultural perspectives, and resource availability influence the effectiveness of astronomy outreach. Research is essential to develop strategies for integrating astronomy outreach into national curricula and education policy frameworks, with a focus on scalability, sustainability, and equitable access across various learning environments.

ACKNOWLEDGMENT

We would like to thank to those who has contribute idea and guide us to accomplish the mission of this study. This research is financially supported by the Malaysia Ministry of Higher Education and Universiti Teknologi Malaysia who has been directly support this study with the Fundamental Grant Universiti Teknologi Malaysia (No. Q.J130000.3852. 23H06) and Centre for Industry and Community Networking (CCIN) which has funded this project was given a grant (UTM KTP-RIG) 2024, CE/204/00092. We extend our heartfelt gratitude to the Secretariat of the IAU Pro-Am Sub-Community Education Sub-Working Group for their invaluable support and guidance throughout this study. Their dedication and expertise have been instrumental in shaping the vision and execution of this project. We deeply appreciate their efforts in fostering collaboration and innovation in astronomy education and outreach. 

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