Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives

Abstract

Like earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the 'right' answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools and teachers, and are beginning to do so. The objective of this position paper is to report on recent experiences in earth and planetary science education for pupils in primary and secondary education, to provide examples and inspiration for scientists. We report three examples of initiation and consolidation of science education in primary schools in the Netherlands: (1) a focus on asking questions and seeking information to reason towards the answer, initiated with a classroom game, Expedition Mundus, (2) bringing pupils and teachers together outside their school in the science museum to gain confidence and self-efficacy, and (3) having children ask their own questions and do their own research guided by the empirical cycle, for example on experimentation on sandbox scale models of channels and crater lake deltas as found on Mars. The focus on other planets, fictitious and real, stimulates pupils to ask questions about planet Earth. Finally, we argue that involvement of more scientists in science education would not only benefit primary and secondary schools and future students but also university education and science communication with society.

Down to Earth: History and philosophy of geoscience in practice for undergraduate education

“…To begin, I use a simple demonstration experiment to model the reasoning skills of inference and the use of the hypothetico-deductive method, the 'empirical cycle', as a scaffold for experiment design and hypothesis testing. This experiment is the same that I conduct with primary school pupils in summerschools and STEM lessons (Kleinhans et al, 2015): a simple fan-shaped deposit which forms as water from a garden hose flows onto a pile of sand. Such alluvial fans are distinct and important landforms on Earth and on Mars.…”

Introduction: Planetary geosciences, the Dutch contribution to the exploration of our solar system

“…At the same time, our scientific community is also actively involved in educating the next generation of planetary geoscientists. In the final paper of this special issue Kleinhans et al (2016) highlight a unique educational approach where primary school children discover the nature and science of planet Earth from an extra-terrestrial perspective, using the classroom game ‘Moon, Mars and Mundus’. Inspiring children at primary school level has been shown to be effective in directing them to future careers in STEM (science, technology, engineering and maths) topics, and this programme certainly has the pedigree to offer both children and the scientific field a bright future.…”