Hosted by OSOS , contributed by 1o Paleokastrou on 18 June 2019
Students Visions on the Future of Space Exploration is a research and development project for the innovative OSOS schools. Exploration and pioneering have inspired and shaped civilizations since the dawn of history. Such endeavors are distinguishing characteristics of an advancing civilization. As people explore, they discover, innovate, prosper, lead— and become great. In this project, we have selected as the main topic a major challenge for the humankind: The journey to Mars. The project is using the concept of storytelling a catalyst for the effective interaction between art and STEM disciplines which share in many ways similar values, similar themes and similar characteristics. We want to extend the early year style of learning, so that learners of all ages continue to learn through a creative process of designing, creating, inquiring, experimenting, and exploring. Such a project introduces creative approaches in STEM education to generate alternative ideas and strategies within scientific enquiry as an individual or group, and reasoning critically between these.
The project has been designed and test a new vision for teaching and help develop strategies for how teachers’ roles and conditions can support and enable deeper learning for students.
Learning Objectives
The main concept applied in this activity is the use of creativity as a mean to achieve innovative learning in STEM subjects, based on the use of storytelling and the example of a journey to Mars. When implementing the STORIES activity to its full extent (at least 40 hours), a great variety of learning objectives can be achieved, such as:
- Students learn how to develop models and work with scales/analogies.
- Students represent the orbital paths of Earth and Mars through group demonstrations and make scale models of the planets and the Solar System.
- Students explore drawing, visual communication and image making to develop their ideas and concepts.
- Students learn how to make calculations and graphical representations. Students create storyboards and flipbook-style animations with paper and pencils that depict life in the first Martian community.
- Students learn how to solve complex problems.
- Students learn how to collaborate to solve a complex problem. Students learn how to collaborate over distance (for example while they are at home through the platform).
- Students work with scientists and engineers to learn about the Martian environment, and the challenges it would pose to the first inhabitants.
- Students explore the planet geology and identify good spots for establishing a human colony.
- Students understand the effects of the lower gravity in our body and identify solutions to handle these problems.
- Students work with 3D design software to create a community on Mars.
- Students propose solutions on how they will select the first settlers in terms of gender, age, profession etc.
- Students design and construct models of the spaceships, buildings on Mars, landers and rovers using 3D printers.
- Students plan and understand the challenges of a trip to Mars and its return to the earth by a spaceship.
- Students work with scientists, engineers, garden experts, artists and designers to provide food for the Martian community.
- Students perform experiments and tests to make sure that the Mars communities are going to last for extended periods on the planet.
- Students are developing their own models of spaceships and Martian infrastructure (rovers, landers) using 3D printer software.
- Students learn how to collaborate with external experts to provide guidance and support.
This list of learning objectives can be enriched or adapted to the needs of the teachers, students and curriculum, depending on the focus of the students’ needs and curriculum demands of the respective grade.
Available partnership opportunities
Here are some partnership opportunities you should consider in your development:
|
Parents |
Supporting, as externals, the students’ exploration and work to find the appropriate information and offering their expertise if relative to |
|
Local businesses |
- |
|
Local authorities |
- |
|
NGOs |
Contribute by supporting with specific knowledge, activities, e.g. by |
|
Artists |
Professional artists will have the chance to support the development |
|
Museums / Science Centers / Researchers |
Provide information and knowledge about Space exploration, access to scientists about all aspects of space travel, life on other planets, etc. |
|
Research institutes |
Will offer a place for informal education that is complementary |
Responsible Research and Innovation
One of the key aspects of OSOS is the inclusion of RRI - Responsible Research and Innovation principles (more information at RRI-Tools.eu). This is how the Learning Science Through Theater Accelerator fits into the RRI model:
|
Governance |
Students will be able to anticipate possible challenges for the future of society through this Accelerator. i.e.: students will be able to propose solutions to social problems of the future, such as the need to explore a distant and uninhabited planet or other challenges. |
|
Public Engagement |
Students may involve different stakeholders in order to bring the results of this project to the social reality, knowing the concerns and problems that may arise within the population. i.e.: students should be in touch with different stakeholders (such as neighbors and families) to know their points of view, discuss with them the topic and thus develop better decisions and solutions in a collaborative way. |
|
Gender Equality |
The solutions proposed by students will take into account the gender dimension, offering an equal perspective and counting on the opinion of both men and women. i.e.: students will interview an equal number of men and women in the course of the project, including both neighbors and families, to contemplate their problems, and also experts from the space sector to know their feedback. |
|
Science Education |
This activity aims to study problems that may arise in the future of space exploration and also find their solutions through the scientific process. For this, students should take into account social and ethical aspects from a theoretical point of view, but close enough to the practical reality of space exploration. i.e.: students will investigate the state of the art of space exploration and, taking into account the achievements made, will try to anticipate future social problems related to this issue, incorporating the opinion of society and different ethical positions. |
|
Ethics |
Students will be able to reflect on the state (past-present-future) of space exploration, incorporating ethical aspects that have arisen or may arise, and that are important for the society. i.e.: students will develop a state of the art of space exploration, having in mind ethical issues that may affect society. Students will reflect on them and be able to extract conclusions and solutions to add value to their project. |
|
Open Access |
This Accelerator proposes a series of open materials that can introduce the problem to be addressed, including some aspects in detail. It is also interesting that students look for other materials more specific to the problem they wish to work with. i.e.: students can access both scientific and dissemination articles, as well as portals specialized in space exploration (ESA, NASA, SpaceX, etc.), in which they will gather their point of view and knowledge about the topic of this Accelerator. |
Recommended resources
There are no financial resources needed actually. The project has been designed in order to support and enable deeper learning for students. To this goal, a storytelling platform will be interlinked with the OSOS infrastructure, where students will develop and publish stories about a future Mars Mission with the aim to develop a sustainable community on Mars. A rich collection of resources is available for teachers and students: http://www.storiesoftomorrow.eu/?q=node/44