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Scientific field training for human planetary exploration


Lim, DSS and Warman, GL and Gernhardt, ML and McKay, CP and Fong, T and Marinova, MM and Davila, AF and Andersen, D and Brady, AL and Cardman, Z and Cowie, B and Delaney, MD and Fairen, AG and Forrest, AL and Heaton, J and Laval, BE and Arnold, R and Nuytten, P and Osinski, G and Reay, M and Reid, D and Schulze-Makuch, D and Shepard, R and Slater, GF and Williams, D, Scientific field training for human planetary exploration, Planetary and Space Science, 58, (6) pp. 920-930. ISSN 0032-0633 (2010) [Refereed Article]

DOI: doi:10.1016/j.pss.2010.02.014


Forthcoming human planetary exploration will require increased scientific return (both in real time and post-mission), longer surface stays, greater geographical coverage, longer and more frequent EVAs, and more operational complexities than during the Apollo missions. As such, there is a need to shift the nature of astronauts' scientific capabilities to something akin to an experienced terrestrial field scientist. To achieve this aim, the authors present a case that astronaut training should include an Apollo-style curriculum based on traditional field school experiences, as well as full immersion in field science programs. Herein we propose four Learning Design Principles (LDPs) focused on optimizing astronaut learning in field science settings. The LDPs are as follows:. (1)LDP#1: Provide multiple experiences: varied field science activities will hone astronauts' abilities to adapt to novel scientific opportunities(2)LDP#2: Focus on the learner: fostering intrinsic motivation will orient astronauts towards continuous informal learning and a quest for mastery(3)LDP#3: Provide a relevant experience-the field site: field sites that share features with future planetary missions will increase the likelihood that astronauts will successfully transfer learning(4)LDP#4: Provide a social learning experience-the field science team and their activities: ensuring the field team includes members of varying levels of experience engaged in opportunities for discourse and joint problem solving will facilitate astronauts' abilities to think and perform like a field scientist. The proposed training program focuses on the intellectual and technical aspects of field science, as well as the cognitive manner in which field scientists experience, observe and synthesize their environment. The goal of the latter is to help astronauts develop the thought patterns and mechanics of an effective field scientist, thereby providing a broader base of experience and expertise than could be achieved from field school alone. This will enhance their ability to execute, explore and adapt as in-field situations require. © 2010 Elsevier Ltd.

Item Details

Item Type:Refereed Article
Keywords:Astronaut; Field science; Pavilion lake; Planetary exploration; Training; Astronaut training; Effective field; Field science; Geographical coverage; In-field; Informal learning; Intrinsic motivation; Learning designs; Operational complexity
Research Division:Engineering
Research Group:Maritime engineering
Research Field:Special vehicles
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in engineering
UTAS Author:Forrest, AL (Dr Alexander Forrest)
ID Code:82354
Year Published:2010
Web of Science® Times Cited:12
Deposited By:NC Maritime Engineering and Hydrodynamics
Deposited On:2013-01-25
Last Modified:2014-02-21

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