Traditional subjects taught at school, such as mathematics, Polish or history, are the foundation of every student’s knowledge. However, in today’s dynamic and developing world, there is a need to broaden horizons and introduce unconventional subjects. Broadening the scientific offer not only contributes to the development of students’ cognitive skills, but also stimulates their passion, creativity and interest in acquiring knowledge.
A scientist’s gene, or an attempt to child rearing?
Are there certain genetic predispositions or character traits that determine our ability to succeed in the scientific field? The answer to this question is not clear. Education and environment play a key role in the development of a scientific career. The systematic acquisition of knowledge, learning under the guidance of experienced scientists, participating in research and laboratory practices, and collaborating with other scientists are vital.
The transgressive, and at the same time systematic in organizational terms, nature of human scientific activity makes it necessary to refer to the findings made by Tadeusz Kotarbinski in the context of praxeology as a theory of efficient action, as well as to Joseph Kozielecki’s transgressive concept of man in planning the education of a scientist. [1] Drawing on the work of these authors, the answer to the main problem is constructed as follows: in order to increase the likelihood of raising a scientist, the most general organizational structure of the educational process should include specific phases.
Important conditions that should be envisaged in the context of raising a scientist include the availability of adequate educational resources, the presence of mentors or experts who can provide guidance and support, access to adequate research capabilities and laboratories, a conducive learning environment that is conducive in awakening curiosity and critical thinking. The teacher also plays a huge role – he or she should take into account potential obstacles and challenges that may arise during the educational process.
Once the assessment of the operating conditions is complete, the next stage involves evaluating the results. This involves defining criteria for evaluating progress and success in the educational journey. This requires identifying measurable indicators that can be used to assess student development and achievement.
Based on the results of the assessment phase, the educator can then move on to selecting actions. This involves making informed decisions about the educational strategies, methodologies and interventions that will be used to facilitate the student’s development as a scholar.
After the preparation phase, the application phase begins, which involves the actual implementation of the selected activities. The first step in this phase is the preparation of the activity, in which the teacher and the student work together to establish a clear plan of action based on the selected strategies and methodologies.
Once the action plan is in place, the next phase involves instrumentalizing the activities. This refers to the practical implementation of the planned educational activities. This includes engaging the student in relevant activities, laboratory experiments, research projects and other practical experiences that promote the development of scientific knowledge and skills.
Economizing and organizing activities conclude the application phase. This phase focuses on optimizing the use of resources, time and effort to ensure maximum efficiency and effectiveness of the educational process.
Expanding the horizons of knowledge
Observing stars, planets and other celestial bodies gives students the opportunity to experience fascinating phenomena such as eclipses, comets and constellations. Learning about the history of astronomy, great discoveries and scientific theories develops interest in science and inspires the search for answers to fundamental questions about our origin and place in the universe.
Space is full of mysteries and unexplained puzzles, which can become a driving force to seek knowledge and discover new things. It gives students a sense of exploratory adventure and the opportunity to explore something bigger than our planet. The opportunity to explore the cosmos, observe the advanced technologies used in astronomical research, and discover new planets and galaxies can ignite a passion for science and drive students toward a career in science.
Teaching unconventional subjects at school requires adequate support from educational authorities.
Lessons not from this Earth!
“Space goes to school” initiative offered a unique opportunity to invite experts from the space sector to lessons in Polish schools. The meetings were held in an online format, which allowed for flexibility. It was an offer aimed at elementary school students in grades 4-8 and secondary school students in grades 1-4 [2].
Space exploration is providing us with more and more data to help us better understand the complexity of Earth’s processes. Technologies that are first used in satellite missions later affect our daily lives and have a huge impact on the social, political and economic spheres.
- “Space goes to school” will help students see that the latest technologies and achievements of the space industry are much closer than they seem. We use some of them on a daily basis. We believe that face-to-face conversations with an engineer, astrophysicist, designer, programmer, or space doctor can inspire young people to discover new passions within themselves. Maybe they will want to tie their future to the space industry? Where to start ? By inviting experts to your lessons! – ESERO Poland
What topics were addressed in the unusual lessons?
Dr. Agata Kolodziejczyk, a neurobiologist with a space mission, founder of Analog Astronaut Training Center and Space Garden, was responsible for conducting lessons on the professions of the future.
Przemysław Kupidura, Ph.D., of Warsaw University of Technology, presented the topic of “Earth observation in monitoring climate change” during the speeches.
John Franklin Hall, an experienced NASA representative, led a class in English on “Space Matters: The Importance of Space for Life on Earth – and Beyond.” The meeting was aimed at making students aware of international cooperation in space exploration.
At the class with Dr. Barbara Skardzińska, an attorney specializing in space law, students gained knowledge about the history of space law, its applications, the difference between international and domestic space law, and the rules for conducting space activities in Poland and around the world.
The students had the opportunity to learn how the development of space mining is crucial to future space exploration and the challenges of expanding the reach of human activity in space, during a class with Dr. Joanna Kozakiewicz, an astronomer from Jagiellonian University.
Joanna Kuzma, who is affiliated with the French Space Agency (CNES) and the European Space Agency (ESA), explained to students the history of life support systems and the possibility of growing plants on Mars.
The class was held in 2021, and the guests additionally talked about the possibilities of continuing education in space-related fields and existing paths for further professional development. It was definitely a tool that young scientists could use to help them advance.
The initiative “Space goes to school” is an expression of investing in social capital. In the context of broad social development, investing in education through such innovative programs constitutes an action that supports community development by expanding the knowledge and skills of students in the field of space exploration.
Bibliography:
[1] Konrad Sawicki, Jak wychować naukowca? Propozycja sposobu organizacji procesu wychowania https://journals.pan.pl/Content/94013/mainfile.pdf
[2] https://www.kopernik.org.pl/esero/lekcje-nie-z-tej-ziemi
Zuzanna Czernicka
