Visualising the Cosmos: Teaching cosmology in high school in the era of big data

Cosmology as a fundamental field of inquiry encompasses concepts and big questions that are both curiosity-piquing and counter-intuitive. The same big questions that are the topic of cosmology research have been pursued from different lenses in the fields of art, philosophy, and religion. The universal nature of these questions perhaps derives from the fact that we are all part of the Cosmos and have to some degree experienced the mystery and aesthetics associated with the night sky. Research has shown that education systems around the world are incorporating topics of cosmology into their curricula. However, despite the potential of these topics to be a gateway into science and perhaps learning more broadly, there is a lack of research and support for teachers on how to effectively teach or tap into these topics. Furthermore, there are no resources for teachers to situate topics of cosmology within the context of contemporary science education and the epistemic practices of science. This thesis through a narrative supported by seven papers brings together three overarching themes: The Cosmic Landscape, Beyond Conceptions in Cosmology Education, and Bringing Cosmology into the Classroom. The aim is to explore, and bring the awe, wonder, hope, inspiration, and optimism of cosmology into the classroom in a way that is true to the processes and values of the discipline, and in line with contemporary science education. Each theme is guided by a single research question, within each of which are finer-grained paths of inquiry.