Abstract
Abstract
The importance of having the same education program around the world is not trivial. A multispeed space race, in which the influence of member states varies, could weaken proficiency related to a common space science standard. It is clear how important a common level of learning is within the space sector, especially given the use of it in assuring national development and peaceful uses. For that reason, during the UNISPACE conference in 1968, national delegations endorsed the creation of a specific space science program, leading to the adoption of the United Space Program on Space Application, providing training courses and long-term fellowship opportunities under institutional cooperation. In support of this initiative, the United Nations General Assembly adopted resolutions 45/72 and 50/27, being aware of the need to increase the growth of space technologies and benefits deriving therefrom. These decisions are especially important to the progress of education systems for the sake of a greater legal certainty—taking in particular account the interest of developing countries. International efforts to establish the Regional Center for Space Science and Technology Education, affiliated with the United Nations, have been realized with the goal to get greater and immediate results to promote a cross-border educational activity. Based on a specific assessment process, a UN commission of experts has identified the following nations that would host Regional Centers: India (1995), Morocco (1998), Nigeria (1998), Mexico and Brazil (2003), Jordan (2012), and finally China in 2014. Furthermore, to have a common level of learning in the space sector, it is important to start with formal education in schools. In our knowledge-based society, many studies have highlighted an alarming decline in young people's interest in key science studies and mathematics. The international science education community mostly agrees on the importance to adopt pedagogical practices that are more effective on inquiry-based methods to reverse this trend. Teaching and learning Science, Technology, Engineering and Mathematics (STEM) is important to encourage students to pursue a career in these fields and particularly in the space domain. We believe space science is an ideal context to learn STEM and a useful tool to help attract the interest of students. Space is able to turn on the imagination and promote curiosity.
Introduction
What Is the Significance of “Learning'?
Definition of “learning” from the Oxford English Dictionary: “to learn” means “to gain knowledge or skill by studying, from experience, from being taught, etc.” It is not a coincidence that the concept itself refers to a growth process implied in the different meanings that the term “gain” may have, which can be to achieve, to reach, to look forward…
That is exactly what the verb “to learn” means: trying new experiences, reaching new goals never considered before, and taking the chance to look forward with new eyes … new views. Hence, “to learn,” means to improve oneself and the others, in 1 word: to grow.
Space is vacuum, is void, but it is also a break in time and a place in between. Space is that “Outer space-including the moon and the other celestial bodies,” where the international community chose to set down peace prospects and development possibilities for the benefit of humanity with the 1967 OST Treaty. The aim was to cooperate and overcome a political context dominated by the Cold War and by a new arms race.
We found inspiration from that vision to document this small project: a reflection on the opportunity to encourage new spaces of growth, to support students' and young professionals' education, the education of those who wish to grow to improve themselves and their environment in the name of scientific progress and international cooperation.
The International Scenario
On the international scene, this year UNISPACE +50 celebrated the 50th anniversary of the first United Nations Conference on the Exploration and Peaceful Uses of Outer Space. Already in 1968, the member states emphasized acting to narrow the gap in space technology between developed and developing countries.
The opening statement by the Chairman at the 53rd meeting of the committee, on October 15, 1968 states, “We must now bear in mind, however, that the Conference was not a final, but, on the contrary, a first step in our efforts to bring the practical benefits of space exploration to all nations, regardless of their degree of technical and economic development, in order to alleviate some of the economic and social problems which they face today.” 1
And yet, the Secretary–General noted during the same session, “Special emphasis was laid in discussion at the Conference on the need to provide to developing countries meaningful information on space applications as well as the need to give them facilities for training and education in space science, technology and applications.” 1
Every action in this direction starts from a necessary change: to educate, even before instructing, the less developed countries in the culture of scientific progress.
Nowadays, as in the past, the idea that all this can be achieved, profiting from the most modern technological applications, is not only desirable but also possible.
In support of this initiative and based on a previous recommendation from the Scientific and Technical Subcommittee of the Committee on the Peaceful Uses of Outer Space, the United Nations General Assembly promoted the elaboration of the United Nations Programme on Space Application (PSA). The PSA is an ad hoc project conceived to make new space technologies accessible on a global scale, promoting the social progress of less developed regions.
With the subsequent creation of the Regional Centre for Space Science and Technology Education, 2 affiliated with the United Nations PSA, the project to extend the advantages of innovation to different contexts became real, resulting in a general improvement of life styles, such as health, urbanization, and safety.
Since then, educators could directly benefit from the proliferation of research opportunities in specific working areas, such as remote sensing, meteorology, satellite communications, and biodiversity.
Nowadays, the goal of encouraging the diffusion of space culture by promoting immediate data access, also to protect an innovation from equal opportunities, became as never before a priority, to develop specific research instruments that simplify education processes in the areas of space science and exploration, mainly for the developing countries.
The National Effort to Support the Diffusion of Space Culture
In the same view, the Italian Space Agency's (ASIs) actions intend to promote scientific research and its applications–art. 2 (a) of ASI Statute—encouraging the spread of space culture through scholarships and research grants on the basis of specific agreements or memoranda, with secondary and high schools, universities, and highly specialized national and international centers.
The ASI is, therefore, engaged in supporting educational projects able to respond to the new market challenges, pursuing the mission of developing skills and expertise necessary to accomplish future space missions.
The participation of universities and remarkable research centers represents a fundamental reference in relation to stronger collaboration, leading to excellent results responding to a theoretical international ideal.
In this purview, we can include all the collaboration activities based on common interests, with important Italian education centers, such as “Sapienza University of Rome,” “Politecnico di Milano,” “Società Italiana per l'Organizzazione Internazionale (SIOI), “Tor Vergata” University of Rome, and “Politecnico di Torino.”
Funding specific Masters and Specialization Courses also supports the mentioned initiatives. Funding is based on evaluations linked to general criteria such as:
National and international prestige of the proposing institution. Quality and professionalism of the teachers and professors. The possibility of attaining an internship at the end of the course.
The project to spread the scientific and technological research in the space and aerospace field requires synergies between enterprises and academies to stimulate innovative didactic methods, giving priority to the action of learning, in the evaluation of single competences.
Many space agencies worldwide have successfully employed the potential of using space as a teaching and learning context for Science, Technology, Engineering and Mathematics (STEM) subjects in the field of formal primary and secondary school education. Actually, there is no STEM curricular subject that
is not covered by a space discipline,
cannot be linked to a space example,
cannot be linked to a space mission, and
cannot be linked to a career in the space sector.
Schools are one of the most important targets for space agencies.
In Italy, the ASI has always been a reference for scientific training, the dissemination of aerospace culture, and the promotion of educational initiatives and projects for schools. ASI offers educational programs to high schools such as Lessons on the International Space Station (LISS); it was the main educational activity organized by ASI for Futura Mission with the Italian astronaut Samantha Cristoforetti.
The program involved 5 universities and 5 high schools in Italy. The focus of the activity was a course dedicated to human space exploration and was associated with the high school educational program. To demonstrate the effect of spaceflight, universities worked with high school students to implement an experiment, illustrating the effect of microgravity in simulation.
The activity is based on laboratory experiments in cell and plant biology and is aimed to understand the differences between Earth-based and space-based measurements and results. The evolution of the LISS is Explora, one of the education programs of the Vita Mission with the Italian astronaut Paolo Nespoli. In general, the goal of activities for high school is to introduce students to activities that will take place in universities. To promote links between space and schools, ASI organizes events, competitions, communication contests, and in-flight calls with the Italian astronauts onboard the International Space Station. Furthermore, ASI takes part in the European Space Education Resource Office. European Space Agency (ESA) main project in the field of primary and secondary education supports the specific national STEM education objectives, needs, and priorities, and is represented in the existing national networks in ESA member states.
The objective of these activities and projects is 2-fold: to attract the attention of young students and to create educational tools (e-books, video games, comics, puzzles, etc.) useful for teachers and families. The initiatives follow an innovative didactic concept that, in the logic of edutainment, “teach while entertaining.” ASI is looking at the new generation of students, investing in their potential. There is a special care toward the relationship with teachers, encouraging training in space themes by producing and distributing teaching support materials or attending conferences and workshops. Educational activities aim to enable capacity building in teacher communities and to design and promote the use of resources and activities that make space a context for the teaching and learning of STEM-related disciplines. 3 The goal is to motivate and enable young people to enhance their literacy and competence in sciences and technology and inspire them to consider pursuing a career in the STEM field. 4 For the ASI, the cooperation with NASA, ESA and other space agencies are essential to activate synergies of objectives and resources that maximize sustainability and distribution of capabilities.
“Education is not the filling of a pail but the lighting of a fire.” William Butler Yeats
Footnotes
Author Disclosure Statement
No competing financial interests exist. The authors certify that they have no affiliations with or involvement in any organization or entity with any financial interest (such as honoraria; educational grants; participation in speakers' bureaus; membership, employment, consultancies, stock ownership, or other equity interest; and expert testimony or patent-licensing arrangements), or non-financial interest (such as personal or professional relationships, affiliations, knowledge or beliefs) in the subject matter or materials discussed in this manuscript.