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JAXA Space Education Program for Informal Education: a Case Study of the “Aerospace School” Program

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JAXA Space Education Program for Informal Education: a Case Study of the “Aerospace School” Program Trans. JSASS Aerospace Tech. Japan Vol. 17, No. 4, pp. 506-511, 2019 DOI: 10.2322/tastj.17.506 JAXA Space Education Program for Informal Education: A Case Study of the “Aerospace School” Program By Keiko MIYATA1) 1) Space Education Center, JAXA, Sagamihara, Japan (Received June 30th, 2017) JAXA offers a program called “Aerospace School” to high school students as a form of informal education. Participants are divided into teams and work together to come up with a theme for their mission at various JAXA facilities. They also allocate roles and responsibilities among themselves. The goal is not only to provide Science, Technology, Engineering and Mathematics (STEM) knowledge, but also to build their confidence. We hope this experience will help young adults think about their future career paths, and we strive to actively help them realize their potential. This paper presents the methods, specific examples of, and changes to the Aerospace School program that occurred between 2014 and 2017. Key Words: Aerospace School, Space Education, Informal Education 1. Introduction Based on these results, we think it is important for Japanese high school students to notice how their current science The JAXA Space Education Center has taken a leading role coursework can be connected to their future careers. We in bringing space education to schools (as formal education) believe that our Aerospace School activities raised participants’ and communities and homes (as informal education) all over self-esteem and motivation toward science. Japan. This paper describes JAXA’s informal education In addition, the Japanese corporation Recruit and the Japan program for Japanese high school students called Aerospace High School Parent-Teacher Association conducted an attitude School and explains the necessity of such an informal education survey about career paths for high school students and their program in the country. parents in 2007.2) Japanese high school students were asked: “How do you feel when thinking about your future?” and most 1.1. Why was the Aerospace School implemented in students said, “I feel anxious.” Furthermore, more than 10% of Japan? the students reported, “It’s troublesome to think about it at all” The Organisation for Economic Cooperation and and “My life is fun now, so I don’t want to consider the future.” Development (OECD) conducts the Programme for As a result of the above-mentioned findings, we think it is International Student Assessment (PISA) every 3 years for 15- important for Japanese high school students to have the year-old high school students.1) According to a study by the opportunity to experience career education in both formal and National Institute for Educational Policy Research, which informal educational contexts. We offer the Aerospace School makes use of PISA 2015 data, Japanese students’ scientific program to Japanese high school students with such literacy is mostly good. However, their confidence and backgrounds. motivation for science coursework is low compared with 1.2. The hypotheses of the Aerospace School program students from other countries (Fig. 1). We established the following two hypotheses for planning the Aerospace School program in light of the students’ backgrounds. First, we created a hypothesis whereby participants can be more effective leaders for other Japanese high school students through their experiences in Aerospace School. The economist Vilfredo Federico Damaso Preto (Italy) asserts that for many events, roughly 80% of the effects come from 20% of the causes. This principle is known as the 80/20 rule, the law of the vital few, or the principle of factor sparsity.3) In the Aerospace School program, the number of participants is limited due to the capacity of each JAXA facility. Therefore, participants are selected based on their short essay, and we confirm the strength of their ambition and passion. Second, we created a hypothesis whereby the participants’ Fig. 1. The survey on scientific literacy. public presentations after the Aerospace School program can Copyright© 2019 by the Japan Society for Aeronautical and Space Sciences and ISTS. All rights reserved. J-STAGE Advance published date: January 31st, 2019 1 506 Trans. JSASS Aerospace Tech. Japan Vol. 17, No. 4 (2019) widely influence high school students in their local are based. The team tries to carry out the mission through a communities by activating mirror neurons. Neuroscientist number of lectures, experiments, group discussions, and JAXA Space Education Program for Informal Education: Giacomo Rizzolatti, MD, who, along with his colleagues at the exchanges of ideas with engineers and researchers. On the last University of Parma first identified mirror neurons, claims that day they give a presentation about the mission. A case study of the “Aerospace School” program neurons can help explain how and why we “read” other In addition, the program includes one high school science people’s minds and feel empathy toward them. If watching an teacher who advises the participants. In this way, the Aerospace action and performing that action can activate the same parts of By Keiko MIYATA1) School program serves as a form of professional development the brain in monkeys – down to a single neuron – then it makes training for teachers. 1) sense that watching an action and performing it could also elicit Space Education Center, JAXA, Sagamihara, Japan 2.3. The public presentations post-Aerospace School the same feelings in people.4) Most of the participants in the (Received June 30th, 2017) After the Aerospace School program, JAXA actively assists program are very outgoing and have high aspirations. We the students in presenting their experiences to their local learned that such aspirations are highly transmittable and the communities (schools, organizations, etc.). Due to their JAXA offers a program called “Aerospace School” to high school students as a form of informal education. Participants report of one participant can positively stimulate hundreds of are divided into teams and work together to come up with a theme for their mission at various JAXA facilities. They also positive behavior and lifestyles, they are a positive influence on people. We believe that the audiences of the presentations are allocate roles and responsibilities among themselves. The goal is not only to provide Science, Technology, Engineering and those of a similar age in their communities. Below are two also able to expand their horizons and think about their future Mathematics (STEM) knowledge, but also to build their confidence. We hope this experience will help young adults think examples of public presentations that participants gave after careers as well. about their future career paths, and we strive to actively help them realize their potential. This paper presents the methods, they took part in the Aerospace School program. We will We implemented the program, after which the participants specific examples of, and changes to the Aerospace School program that occurred between 2014 and 2017. introduce the outcome in Section 4. gave public presentations in their communities. We verified the results of our hypotheses. Key Words: Aerospace School, Space Education, Informal Education 2. The Details on the Aerospace School Program 1. Introduction Based on these results, we think it is important for Japanese high school students to notice how their current science 2.1. The purpose The JAXA Space Education Center has taken a leading role coursework can be connected to their future careers. We The purpose of the Aerospace School program is to nurture in bringing space education to schools (as formal education) believe that our Aerospace School activities raised participants’ talent capable of building a better future. We seek to and communities and homes (as informal education) all over self-esteem and motivation toward science. accomplish this by raising teenagers’ awareness about space Japan. This paper describes JAXA’s informal education In addition, the Japanese corporation Recruit and the Japan and the earth’s environment, employing the idea of the three program for Japanese high school students called Aerospace High School Parent-Teacher Association conducted an attitude spirits: “the spirit of curiosity,” “the spirit of adventure,” and School and explains the necessity of such an informal education survey about career paths for high school students and their “the spirit of craftsmanship.” The goal is not to simply show Fig. 3. An example of the public presentation that participants gave at program in the country. parents in 2007.2) Japanese high school students were asked: students a rocket launcher or facilities, but to provide them with their schools. “How do you feel when thinking about your future?” and most an opportunity that will help them build connections with their 1.1. Why was the Aerospace School implemented in students said, “I feel anxious.” Furthermore, more than 10% of peers and professionals. We hope this experience will help the 3. The Process of Reorganizing the Aerospace School Japan? the students reported, “It’s troublesome to think about it at all” students think about their future career paths, and we strive to Program The Organisation for Economic Cooperation and and “My life is fun now, so I don’t want to consider the future.” actively help them realize their potential. Development (OECD) conducts the Programme for As a result of the above-mentioned findings, we think it is The program was rebranded at the beginning of 2017.
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