Abstract

Abstract Even simple concepts in astronomy are notoriously difficult for the general public to understand, since many ideas involve three-dimensional spatial positional relationships and orientations between astronomical objects. However much of the teaching materials used in astronomy education are 2D in nature. Digital video full-dome planetariums have the potential to bridge the comprehension gap, using 3D virtual simulations in immersive environments that not only provide spatial context but may enhance learning in ways not possible via other techniques. Although digital video full-domes have the potential for showing a wide range of content, debate continues on how appropriate they are for astronomy education Before addressing how digital full-domes can be of use, it must be acknowledged that astronomy is a subject that has historically been difficult to teach. Although national standards identify astronomy topics as being important for K-12 science literacy The difficulty of understanding astronomy is due in part to concepts involving geometries and orientations of celestial bodies in three dimensions. Students have to build conceptual knowledge about a threedimensional (3D) physical space while being taught using two-dimensional (2D) textbook materials. Many educational researchers have therefore advocated the use of 3D models as being crucial for astronomy understanding A suite of technologies especially suited for creating representational 3D models of physical phenomenon are the artificial realities or virtual environments. Virtual environments (VEs) are computergenerated, 3D environments that a user can interact with and navigate through. A carefully constructed VE allow users to gain direct experience about a place or phenomenon that would otherwise be difficult or impossible to observe in real life. When astronomy VE software 1 is run immersively in a full-dome theater, the illusion of the artificial reality is further enhanced by the wrap-around projection that surrounds the