Using Mars Mission Analogs and Authentic Experiences to Stimulate STEM Learning in K-14 Students

Details Using Mars Mission Analogs and Authentic Experiences to Stimulate STEM Learning in K-14 Students Using Mars Mission Analogs and Authentic Experiences to Stimulate STEM Learning in K-14 Students

Dec 2005

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2005agufmed34a..08k&link_type=abstract

American Geophysical Union, Fall Meeting 2005, abstract #ED34A-08

Mathematics

Logic

0805 Elementary And Secondary Education, 0820 Curriculum And Laboratory Design, 0825 Teaching Methods, 0830 Teacher Training, 0855 Diversity

Scientific paper

Today, in many of the classrooms across our nation, K-12 educators are finding it more difficult to engage their students in the subjects that will help them to succeed to a more productive way of life - science, technology, engineering, and math (STEM). Finally, add to this formidable task a diverse set of learners (demographically and skill level) of an average classroom and the constraints of high stakes testing. Quite a challenge, indeed! The Arizona State University (ASU) Mars Education Program, in partnership with the Jet Propulsion Laboratory Mars Public Engagement Team have created programming, curriculum, and activities that help to bridge the gap between STEM learning and student interest. Starting with the Standards in the STEM areas - the areas which teachers are tasked to teach already, our team has modeled the STEM-based curriculum after the way that NASA's Mars team conducts their work and research. There is much challenge in the statement "Science for All Americans" when it comes to applying it equally to all classrooms across the U.S. To make sure that these curricular materials and hands-on experiences are available to any teacher and student, the ASU Mars Education Program has adopted a "high-tech, low-tech, and no-tech" approach. In other words, materials and programming have to be available and doable with whatever capabilities a classroom might possess. Using this approach, successful examples of Mars-based educational materials include Marsbound and the Mars Student Imaging Project. The Marsbound simulation is based on National Technology Standards and seemingly low tech. However, the simplicity of this simulation is quickly forgotten as it follows the familiar NASA scenario of building a mission to Mars with engineering constraints. Student teams use a set of equipment cards and a playmat (both available at no cost) to build their mission and balance it according to the constraints given. Students soon realize there is a lot of complexity to achieve science goals, populate a spacecraft with a meaningful payload for science return, not exceed mass margins, and stay within budget. A full set of Standards-based activities and curriculum are also available for the teacher at the same website. The Mars Student Imaging Project (MSIP) is an authentic research experience available to 5th grade - early college student teams across the U.S. During this program, students formulate a question about Mars, write a proposal, and target an image at Mars using the Thermal Emission Imaging System camera (THEMIS) onboard the Mars Odyssey spacecraft. The students then analyze the image and report their findings to NASA. As of June 2005, over 10,000 students have participated in MSIP. The data gathered on this program shows a high rate of interest in students of all ages, demographics, skill levels, and diverse audiences. To sustain our country and the ability to be a nation that will continue to lead and move forward educationally, technologically, and scientifically, we as educators and trainers of educators must persevere to reach diverse audiences in ways that will resonate with our customers - the students. We must pay attention to important issues such as accessibility, cost, Standards, teacher concerns and student interest.

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