Space science education – inspiring the 21st century space sector professionals through teaching and learning

The discipline of space science has gained much recognition as a consequence of the opportunities and benefits accrued from it. The competitive and unfolding future of space means evolving nations will want to invest in the skills that the industry needs by way of sustained pathways, incentivised research and development to ensure a work environment creating capacities and capabilities in space sciences. This research work aimed to investigate the use of space science education as a means to inspire the next generation of space sector professionals through teaching and learning. In particular, this work investigated perceptions of academics and students in the schools of science and engineering in RMIT University.

The research employed constructivist and pedagogical content knowledge concepts as they underpin teaching and learning methodologies. Furthermore, this work was undertaken from two different aspects – students and academics (program managers, course coordinators, lecturers, research fellows) perspectives on space science education with a view to integrate, inspire and support space science teaching and learning in higher education.

The study utilised a mixed method approach employing an explanatory research design which combined quantitative and qualitative strategies of enquiry for data collection. The first phase included a questionnaire survey designed to solicit information from students and academics through an electronic delivery invitation to all participants. Data from 504 students and 54 academics were received for the quantitative data analysis. An initial assessment of the quantitative data gave rise to design the second phase of the data collection scheme. A total of 20 students and 10 academics were interviewed for the qualitative data collection. Descriptive and statistical inference were rendered. The questionnaire survey and interview outcomes provided insights into the context of space science education to inspire, encourage and influence the choice of STEM-space studies in higher institutions of learning.

Findings from this study indicated that both students and academics agreed to a space science program integration. In particular, respondents agreed that space science curriculum integration is important especially students’ willingness to pursue subjects developing relevant expertise to identify and address solutions pertaining to practical problems in space. Students perceived the discipline of space science to be easy while academics thought it was also easy but difficult for students as a result of the perceived abstract view of space science. Findings from this research work provided critical data for making informed decisions about the inspirational role and value of space science education. The results have likewise revealed interesting insights with the potential of increasing the future of space science instruction especially in Australia.

The need to teach content that is relevant to industry is crucial to achieving success with the teaching and learning environment. Findings from this research study supports pedagogical content knowledge and constructivist theories on developing efficient learning and teaching environment for space science. Data obtained from the study proposed a framework for space science teaching and learning environment called the framework for space science teaching and learning (FSSTL). This is based on four different domains, thus, Engagement and Autonomy, Interactive Teaching and Learning Methods, Assessment and Feedback Methods and Community Learning. Results also indicated that academics should take into consideration teaching techniques as these facilitate motivation besides learning. The research findings revealed significant information to add to the body of knowledge in professional development, developing effective teaching environment and more importantly, in the field of space science education.