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Abstract
Engaging non-science majors in a college-level science course can prove challenging. In turn, this can make it difficult to effectively teach science and math content. However, topics related to planetary exploration have a unique way of capturing one’s imagination and may serve to robustly engage non-science majors. In this contribution, I 1) describe a model rocketry lab module, I have created and implemented into an introductory-level planetary geology course and 2) quantify student learning gains as a result of this module. This module builds on model rocketry lesson plans for science and math coursework at the K-12 level (e.g., [1] [2]) and involves students working in groups to 1) design and build model rockets to carry out a theoretical mission that addresses a science question the students have developed, 2) launch their rockets and collect related data, 3) synthesize and evaluate their data, and 4) report their results in both oral and written forms. The tasks of building and launching the model rocket serve as a vehicle that allows students to employ the scientific process while learning about planetary mission design and applying geologic and quantitative skills useful to answering a science-related question. Quantification of student learning gains shows that through this lab module, students significantly improved their quantitative and scientific reasoning skills. Results from student questionnaires showed a significant increase in student interest and confidence in addressing scientific questions as well as an understanding of how planetary missions are designed and conducted.
Highlights
General education curricula at many colleges and universities require students take at least one physical or natural science course
I 1) describe a model rocketry lab module, I have created and implemented into an introductory-level planetary geology course and 2) quantify student learning gains as a result of this module. This module builds on model rocketry lesson plans for science and math coursework at the K-12 level (e.g., [1] [2]) and involves students working in groups to 1) design and build model rockets to carry out a theoretical mission that addresses a science question the students have developed, 2) launch their rockets and collect related data, 3) synthesize and evaluate their data, and 4) report their results in both oral and written forms
A hobby that extends from the space race of the 1960s [16], represents one approach that has been widely and successfully implemented at the K-12 level to capture student interest and teach critical science concepts (e.g., [1] [2] [17]-[25]; for a more complete listing of efforts of model rocketry lesson plans implemented in STEM lesson plans at the K-12 level, see [2])
Summary
General education curricula at many colleges and universities require students take at least one physical or natural science course. Non-science majors, may have high anxiety about taking science-related courses [3] [4] [5] [6], which can subsequently impede their learning [6] and openness to course content [7] [8] This can make it challenging for science instructors to teach and connect with non-science majors in their courses [9], which, in turn, can help perpetuate anxiety and, disinterest in science [10] [11] [12]. This has had a seemingly positive impact with promoting science literacy in the K-12 system [24]
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