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161122_31989_oct_1435_1439.pdf

TeachingRemoteSensingasPublicClassroom

Instruction

ThomasW.Becker

SpaceEducationConsultant,49StoneleighTowers,St.Louis,MO63132

ABSTRACT:Spaceandremotesensingeducationarepotentiallyvaluablecontributionstotoday'ssecondarypublicschoolcurriculum,andprovide

anopportunitytoprepareyoungpeopleforthetechnologicalworldoftomorrow.Space educationhasprovenastrongmotivatingfactor incapturingandholdingtheattentionofyoungstudents.Imagery

fromorbitingspacecraftgivesstudentsrealisticperspectivesonglobalgeographyandgeology,relationshipsbetween

nations,andEarth'sdynamic forcessuchasweather.SpacetechnologymaterialisgainingacceptanceinAmericaasasecondaryschoolsubject,yet itisseldomtaughtasdailyclassroominstructiondespitethefactsecondarystudents indicatetheyneedandwantmoretechnologyeducation ofall kinks.Newtechniquesandsystemsfortechnology educationareavailable fordailyinstruction,yetteachersoftenarenotgiventheopportunitytolearnortousethem.

Inaddition,theeducationalsystemhasauniquesetofbarriersthathasslowedtheimplementationofspacetechnology

education inschools.Potentially,space-intensivecompaniesandorganizationscandomuchtoencourageand assist teachersandadministrators toadoptspacetechnologyasdailycurriculum.Industryshouldactivelyseekacloseworking relationshipwiththeeducationalcommunity.

INTRODUCTION

UBLICSCHOOLINSTRUCTIONinAmerica,atthesecondary

levelespecially,isextremelyweakingeographyandthe humanitieswhichhaveallbutdisappearedfromthecurricu lum.Thereasonsforthisunfortunatesituationarenumerous, buttheyseemtofallintotwobroadcategories:(1)theAmerican clamorfor morescienceinstructionatall levelsaftertheSoviet launchofSputnikin1957,and(2)thegeneraldisintegrationof meaningfulsecondarycurriculumresultingfromamore"per missive"academicemphasisnationally,followingthesocial disorganizationsofthe1960sand1970s.

TheAmericanpublicstill

doesnotunderstandthateverypenny spentonspacetechnologyhasgoneforsalaries,theongoing contributionsofproductiveindustry,thecreationsofourminds, andtheuntoldbenefitsthatweenjoyasatechnologicalculture. Thatpublicattitudeprobablywillnotchangeforatlestthenext half-century ormoreaswecontinuetoworktowardthespace future.Allthespacehardwareandexperimentationweplace inorbitmustbesupportedbyacompetentground-basedspace industryoftechnicians,scientists,clerks,managers,geogra phers,biologists,engineers,geologists,etc.Remotesensingis avital partofthathugeEarth-basedinfrastructure. AstheAmericancultureinthe1980sbeginstorecognizethe needforcreativespacetechnologiestobeincorporatedintothe classrooms,thereisamorehopefuloutlookforthedecadeof the1990sandbeyond.Oneofthemostimportantfirstsubjects to beplaceddirectlyintothemainstreamofpubliceducation shouldbemoreremotesensingbecauseittouchessomany academicfieldsandsomanylife-intensiveactivitiesatonetime. Thevalueofremotesensingtechnologytotheeverydayclass roomsofyoungAmericaisoneoftheblessingsofourage. FromthesavagelyariddesertsofAfricatotheamazingdiscov eriesof jungle-hiddenMayancitiesinSouthAmerica,remote sensinghas playedacriticalroleinreshapingourcomprehen sionoftheworldinwhichwelive.Literallymillionsoflives havebeensaved,andbillionsofdollarsinproperty,becauseof earlyweatherwarningsofoursatellitesnotonlyinAmericabut acrosstheworldaswell. Froma

Cajunfisherman'sshrimpbedsandtheLouisiana

bayoustothedelicatetrackingbyscientistsoftheSanAndreas Faultortheinsectinfestationinforestsandwheatfieldsofthe northeast,remotesensinghasplayedaroleasbasicashuman survivalitself.Ifwearetousethismostfundamentaltoolof

PHOTOGRAMMETRICENGINEERINGANDREMOTESENSING,

Vol.55,No.10,October1989,pp.1435-1439.

allthespacetechnologiesadequatelyandresponsibly,thenwe mustencourageitasaclassroomnecessityandwork directlywithourpublicschoolstoteachitasoneofthebestandmost competentoftheavailablespacetechnologies.

Remotesensingasanewandmoremeaningfulapproachto

teachinggeography,geology,internationalaffairs,globalcul ture,andrelatedsubjectsisanexcellenttooltofocusdailyin struction.Teachersfindspaceeducationingeneralastrong motivatingforceinattractingandholdingstudentinterestbe causeofits"realworld"nature.Remotesensingsatellitetech nology,however,isahighlyproductiveinstructionaltoolin geographyandgeologybecauseitallowsstudentsnotonlyto see theEarthasittrulyis,butalsoprovidesopportunitiesfor detailed studyoftopographicfeaturesandecologicalrelation ships.

BACKGROUND

Forthepasttenyears,ithasbeenmyexperiencetoteachcoursessuchas"StudyingEarthFromSpace"and"Geography FromSpace"tojuniorandseniorhighschoolstudents,andfor thetrainingofbothscienceandsocialstudiesteachers.Without exception,theseopportunitiesofferimmediaterewardsas(1) heightenedgeographicperceptions,(2)closestudyofreal-life situationssuchastheozonegapanddesertificationinAfrica, and(3)sharpeningofskillsinmapreading,mapcomprehen sion,andplaceidentification. Thesethreespecialskillsarecriticalnotonlytoourculture, buttoourfutureasanationinvolvedinthespacefrontier. Innumerablerecentstudieshaveshownanalarminggeographic illiteracyinournation,especiallythesurveyconductedbythe NationalGeographicSociety.Theseskills,therefore,needtobe taughtand re-taughtateveryeducationallevelsothatgradu atinghighschoolseniorsarepreparedtoapplytheseskillsto thedailyinterpretationsofnewsandbusinessevents,orstudy ingatthecollegelevel.Itisimportantforyoungpeopleatthe secondarylevelespeciallytobeinvolvedinatechnologyprep arationsystemsotheycanfunctionadequatelyinthetechno logical worldtheyareabouttoinherit. Thetrainingofteachersshouldbeamajorpriorityofremote sensingindustriesbecausetheeducationcommunitycannotac complishthetaskonitsownandtheskillsoftheinformation processingeconomyarenotbeingtaughttoteachers.Remote sensingtechnologyworkshand-in-handwiththeinformation

0099-1112/89/5510-1435$02.25/0

©1989

AmericanSocietyforPhotogrammetryandRemoteSensing

1436PHOTOGRAMMETRICENGINEERING&REMOTESENSING,1989

processingeconomyinthecreationofdatabasesystems,mon itoringEarth systems,andtheuseofdigitalimageryasadis ciplinarytool.EveryteacherIhavetrainedinthe useofremote sensingskillswhichtheycantakebacktotheirclassroomshas beenastonishedatthesimplicityofthetechnologyandthe broadrangeofapplicationtoeverydayclassroomsubjectsthey arealreadypersonallyteaching. We needtoconcentrateattentiononhomelandEarthinorder toviewourplanetasanintegratedsystemofdynamicforces allacting uponeachothertocausecontinuouschange.Anew globalconceptofEarthSystemScience(NASA,1986)isemerg ing,mainlythroughtheeffortsoftheAdvisoryCounciltothe

NationalAeronautics

andSpaceAdministration.Orbitalim agery andcomparativeplanetology,madepossiblebyremote sensingtechnologyforplanetaryflybysandEarthobservation studies,arecriticaltechnologiesfor understandingourownplanet atatimewhenwearebeginningtorecognizeandgrapplewith environmentalcrises.Remotesensingaffordsanexcellentop portunitytomergeweather,topography,tectonicmovement, volcanicaction,radiationphysics,oceandynamics,andother vitalforcesforatotalglobalperspective.

Orbitalimageryforthe

studyoflargeareasoftopography, wheregroundphotosandnormalaerialphotographyarein adequate,isanidealinstructionalmethodinsecondaryschools.

Itoftenleads

bothstudentsandteacherstoanewperspective of ourplanet.Duringoneparticularlesson,forexample,a10th gradestudentliterallyjumpedupfromherseatwhileviewing aMeteosatimageofEurope andexclaimedloudly,"Yes,now Iseeit!That'swhatEuropereallylookslike...andItalyreally isaboot!" Using spaceborneimageryandcorrespondingline-artmaps (Figure1),studentscanstudymajortopographicorpolitical featuresinaparticulararea.Thisisespeciallyusefulforprocesses suchaspolderingintheNetherlands.Poldersstandoutvisibly ina

Landsatimage,andstudentscanevenfollowthedevel

opmentalprocessbylabelingandcoloringcorrespondingline art maps.Studentseightandnineyearsoldhavenodifficulty learningLandsatorGOESsatelliteinstrumentation,understand ingthedigitaltelemetryprocess,ormemorizingthebasicin fraredcolorcode andapplyingittoimageinterpretation. For secondaryschoolstudents,oftenthemostexcitingand meaningfulactivitiesareinterpretingsatelliteimageryinin frared andfalse-colorrenditions,andtrackingweathercondi tions.

Studentsenjoythiskindofworkbecausetheyhavea

chancetolearn howtothinkindividuallyandtoarriveata morestimulatingreal-lifeend-product.Also, youngpeopleknow theirfuturesaretiedtospacetechnologyandtheyareeagerto learn aboutnewlyavailabletechnologies.

Orbitalimagerycanhave

addedimpactforstudentswhenit islinkedto groundtruthphotography.Twoseparateresearch tripsto

Europein1985and1986allowedmetotakeanabundant

amountofgroundphotography,andwascoordinatedwiththe EuropeanSpaceAgency'smajordatafacilityattheEuropean

SpaceOperationsCentreinDarmstadt,WestGermany.The

ESOCfacilityfurnishedimageryfromtheMeteosatsatellitefor specifictime periods,whichwerecomparedtogroundtruth photostakenatthesametime.Whenthepairedimagesare showntostudents,thepairingprovidesproofofvariouscon cepts suchasweatherconditionsandotherdetails(Figure2).

Theseinstancesaresimple

buthighlyrewardingexamplesof groundtruthverification.

PhotostakenfromtheShuttleOrbiterbyhand-heldcamera

can beusedtointroducestudentstoanadditionalrangeof subjectmatter.Itis herethatconsiderableexcitementcanbe generatedasstudentsareabletoseetopographicalfeaturesin panoramicsplendorandinactualcolor.

Remote

sensingforgeographyandgeologyledmetocon- FIG.1.ClassicERTS·1(Landsat1)Netherlandsimageservesasfocal pointforaclassexerciseaboutpolderingtechnology.Studentslabeland coloradesk-sizemapusingcolorscorrespondingtoinfraredimagery,as this12-year-old isdoing. structavisualsystemforteachertrainingtocomparethreedif ferenttypesofvaluableimageryfor thesameregion:(1)satellite digital dataimagery,(2)normalaerialphoto-reconnaissanceim ageryfromlow-flyingaircraft, and(3)on-sitegroundtruthpho tos.TheresultisaninstructionalmethodIhavecometocall "ThreeDimensionalPerspectiveInReality,"illustratedinFig ure3, whichhasimmediateapplicationforstudentsfromabout

4thgradethroughuppergraduateschoollevels,andwiththe

adultpublic. The systemallowsaviewertoseethesameregionfromthree differentlevels-satellite (800kilometres),aircraft(3to16kilo metres), andgroundlevel.Forteachertraining,whereadults havehadamuchbroaderreal-lifegeographyexperience,the systemisprovingtobearemarkableaidinremotesensing studies.Whilethesystemisstillinthefield-teststage,italready isbringingexcellentresultsasatechnologypreparationsystem forlaterstudyofremotesensingtechniquesandimagery. Thevalueofspacetechnologyfordailyclassroominstruction hasprovenitselfinamultitudeofteachingsituations(Becker,

1987),

yettheeducationcommunityhasnotbeguntousethe methodbecauseofauniquesetofdifficultbarriers.Simplified, thesebarriersinclude •Uneducated

AndFearfulSchoolAdministrators,

•UntrainedTeachers,•Absence

OfAppropriateInstructionalMaterials,•

LackOfIndustryContactWithDailyEducation,

TEACHINGREMOTESENSINGASPUBLICCLASSROOMINSTRUCTION1437 I J

FIG.2.On13August,1986the"bonnieshoresofLochLommond"werenotsobeautifulasrainblanketedBritishIsles.ESAMeteosatimage

confirmedtheheavyovercast.Simple,clearconceptshavelastingmeaning foryounglearners.MeteostatimagecourtesyEuropeanSpaceAgency, copyright

1986byESA.

•EducationIsNotAnAmericanPriority,and •AbsenceOfACohesiveNationalSpacePolicy.

ANINDUSTRY-EDUCATIONPARTNERSHIP

TheremustbecooperationbetweentwogiantsoftheAmer

icanculture-betweenindustryandeducation-toprovidethis importanteducationaltooltoteachersandstudents.Employees inanindustryliaisonofficedevotedtoeducation,forexample, canlearnmuchbyworkinghand-in-handwitheducatorsin steadofignoringthem,orbyhiringcompetentprofessional teachers.Industryemployees,oncetheyunderstandthebasic needsofaneducationalsystemandthedailyclassroomteacher, canassistinmanydifferentways: •training ofpublicschooladministrators, •teachertrainingintechnologiesandapplications, •simplere-formattingofproducts forbetterclassroomapplication, •generalcommunitysupportthroughtelevisionandprint media, •planttoursandupdatebriefingsforteachers, •adviceandassistance inthepreparationofspecificclassroomma terials,and •internshipsduringoff-schoolhours. Space-intensivecompaniescangoonestepfarther-making kitsofinformationavailabletoteachersandschooldistricts, sendingnewsreleasestoschoolsrequestingthem,andfurnish ingvisualmaterialtoteachersatcostplusmailingandpack agingcosts.Nationalspaceagencies,Americanorforeign,can announceeducationalprogramsandmaterialsthrougheduca tionalpublicationsorinthegeneralmedia.

ANATIONALSPACEEDUCATIONPROGRAM

ThemostrewardingtechnologytobeintroducedduringSpace

AgeI(1942to1980)isremotesensingifwemeasureatech

nologybyitsusefulnessinsolvinghumanproblemsofevery dayliving.Remotesensingisaglobalnecessitynow,useddaily inonewayoranotherbymostofthenationsoftheworld.Two generationsofglobalcitizenshavebeenbornandgrownup knowingonlyaworldinwhichspacetechnologyhasplayeda prominent,ifnotconsistent,role.Thepaceoftechnologyin ventionisrapidandwemustfindrealisticwaystoprepare youngpeopletoutilizethesedataandtechnologiesfortomor row'scomplexworld.

Thisdisturbingsituationwasbroughthomerecentlybya

statistical studyof698studentsinthe11thand12thgradesin twomajorcities-St.Louis,MissouriandColoradoSprings,Col orado(Becker,1988)-privatelypublishedas"StudentAttitudes AboutTechnologyEducation:AStatisticalStudy."Thesurvey tothispointfurnishesonlypreliminarydataandadditional statisticalsamplingneedstobedone.However,thepreliminary analysisofresultsissignificant.

METHOD

Arandomselectionofstudentswasdirectedtonumberfrom

onetotenonasheetofpaper,wasaskedtenspecificquestions, andthenwastoldtorespondbywritingtheresponsesincolumn formontheirpaper.Individualdifferences,exceptage,were nottakenintoaccountbecauseitisbelievedstudentsacrossthe nationalgenerallyreceivesimilarinstruction.Thequestionsasked were (1)Onascaleof1(low)to10(high),indicatehowrelevantyou thinkyour"wholeschool"courseofstudy is. (2)Howmuchofyourschooltimeisspentexploringideasabout thetechnologicalworld? (3)Doyouthinkstudyingconceptsofmoderntechnologywould behelpful toyou? (4)Doyouunderstandpreciselyhow aweathersatelliteworks? (5)WhatisthepurposeofAmerica'sspaceprogram? (6)DefinethetermPoldering. (7)HowmanynationsareinvolvedintheEuropeanSpaceAgency? (8)Howwelldoesscienceservetheneedsofsociety? (9)WhowasAmerica'sfirstastronaut? (10)Howimportantistheexplorationandcommercializationofspace?

RESULTS

ThecompilationofrawscoreresultsareshowninFigure4

asaveragesandaspercentagesofresponses.Withinthescope ofthesurveyanditspurposes,theresultsarebelievedtobe significantevenforthesmallsizeofthesample(698students). Itisexpectedthatabroadersamplewouldeffecttheresults onlymarginallyineitherdirectionforeachquestion,butfor

1438PHOTOGRAMMETRICENGINEERING&REMOTESENSING,1989

·03%

-16%-52%

·28%

-01% iliIilliJ!il..l

Howmuchofyourschooltime

isspentexploringideasaboutthetechnologicalworld?

·Response•19.23%

Doyouunderstandprecisely

how aweathersatelliteworks? ,ResponseYes-10%

No-90%

iliilliiluU

DefinethetermPOldering.

-Response

Correct-(.2)%

Incorrect-99+%

Howmanynationsareinvolvedin

theEuropeanSpaceAgency?(Ans:15) -Response:

Correct·01%

Incorrect-99%

Question3

Doyouthinkstudyingconceptsof

moderntechnologywouldbehelpful toyou?

·ResponseYes-91%

No·09%

Question7

CompilationOfDataByQuestion:FinalPercents

Returnsfrom698Participants,StLouisandColoradoSprings

ThomasW.Becker,Researcher

Question

WhatisthepurposeofAmerica'sspaceprogram?

-Response:

1.learn-76%

2.don'tknow-6%

3.keepahead·6%

4.protection. 5%

5.other.7%

QuestionJ

Onascaleof1to10,indicatehowrelevantyouthinkyour"wholeschool lt courseofstudyis.-Response- 6.76 0

AirbornePerspective

At15,000feel(@3mi)

Aircraft

,, ,, ,

GroundbasedPerspective

..........At0feet l::Camera

ADVANCEDEDUCATIONALSYSTEMS

SatellitePerspectiveToTeachGeographyAndGeology

ByAddingAThirdDimension

(ThreeDimensionalPerspective

InReality)

.£,-,\

SpacebornePerspective ..........At2,428,800feet(460mi) ~SatelliteISpacecraft

Question9

WhowasAmerica'sfirstastronaut?"

-Response:

Correct·J1%

Incorrect89%

Question10

Howimportantistheexplorationandcommercialization

ofspace?-Response: notatall-05% some·37% very·57%

NR·01%

Lifeisaexperience.WeneedtolearninmorethanoneperceivedperspectivenomatterwhattheSUbject.Weneedavariety

ofviewpoints

10orderto"experience"aconceptfromvariousrealitiesandapproaches.

FIG.4.Responsesof698seniorhighschoolstudentsintwocitiesto questionsdesignedtoelicitattitudesabouttechnologyeducation.The

Surveywasdesignedbytheauthor(Becker,1988).

FIG.3.Schematicofthe"ThreeDimensionalPerspectiveInReality"con ceptTheteachingmethodpermitsstudentstoseethesameregionin threeinterrelatedviews,andprovidesneededemotionalacquisitionfor reallearning.Theapplicationworksexceptionallywellwiththeplanets andthe Moon,andisanidealconceptforremotesensingeducation. thesakeofaccuracytheresearcherplanstocontinuethepolling processuntil thesamplereachesatleast2000.

DISCUSSIONANDCONCLUSIONS

Thefollowingconclusionscanbedrawnfromthepreliminary data: (1)TechnologyeducationinAmericaisnotapubliceducation priority,accordingtoresponsestoquestionsinthesurvey(see especially questions2,3,4,6,and9).Asaresult,thetechnology thatdrivesdailybusinessandshapeseveryaspectofourlives isencountered andlearnedtotallybychance,andmostcertainly duringout-of-schoolhours.Thewideswingofscoresinthe responsestothesequestionsshowsamarkedneedformore technologycurriculumreflectingthebasicbusinessofourculture andtheworld. (2)Ournearly-graduatingstudentsprobablydidnotreceive thekindofeducationtheyexpected,orfeelwillbeusefulto themintheworldofwork(seeresultsofquestions1,3,and

10).Studentperceptionsofpresentcurriculumatthesecondary

schoollevelindicateadisturbingdispleasurewiththecontent oftheirdailyschoolexperience.Inaddition,thislackofrelevant subject matterdoesnotofferastrongfoundationforinfusing aspaceortechnologyphilosophyinyoungpeople.Inayear ortwo,these698studentswillbestandinginpollingbooths, purchasingtechnology-inspiredretailproducts,andattempting

Intellectual

Emotional

Spiritual

Physical

Mental

Psychological

Sight

Hearing

Touch Flat

Dimensional

Transparent

somehowtomakeupforalackofbasictechnologyeducation.

Theoverallpaceoftechnological

advancesisthusslowedand, insomeinstances,interruptedaltogether. (3)Youngpeopletodayhavelittleornoknowledgeofthe technologyofforeigncountries.Thiscriticalfactorcolorstheir perceptionsof andattitudesaboutothernationsthatshowup lateroninthebusinessworld(seequestions6and7).Inaglobal communitytightlyknittogetherbylightning-quick communication(bysatellite)andtransportation(aerospaceplanes suchastheConcordejet),manystudentswillnotbeableto participatesuccessfully ininternationalcommercialventures.

Withoutasoundknowledgeofforeigncultures,thecoming

worldjobmarketwillbeclosedtothembycompaniesunwilling totakeachance ontheirpersonalinabilitytoestablishand maintainforeignrelationships,accordingtomanyconversations withEuropeanbusinesspeopleIhavehadwhiletravelingin Europe.Studentresponsestoquestion7rangedfromonenation toas highas76nationsforthemembershipoftheEuropean

SpaceAgency!

(4)Whilestudentsindicateahigher-than-expectedviewof their ownknowledgeoftechnology(seequestions2and4), theyarepartlyconfused byanerroneouslyperceivedrelationship betweenscienceontheonehandandtechnologyontheother.

Bothscience

andtechnologyarediscussedandexhibitedinthe

Americanculture,yetstudentsdonotknowthedifference

betweenthemnorhavetheybeenexposedtothefundamentals ofeither.Thisconfusionalsoshowsupinquestion8and10 whenthestudentsareaskedtomakevaluecommitmentsto scientific ortechnologicalissues.

Ironically,

oneofthebasicbeliefsbuiltintothesurveyatthe startwasthat"technology"isapan-culturalterminAmerica today.Thiseventuallyprovedtobe true-butunfortunatelymany peopledonotreallyunderstandwhatthetermmeans,orthat itisusedsofreelywithoutcomprehension. TEACHINGREMOTESENSINGASPUBLICCLASSROOMINSTRUCTION1439 (8)Thesurveyturneduponeinterestingfactorthatwasnot expectedorprovidedfor-acertainlowlevelofstudentconcern aboutcurrentmajorissues.Onanumberofpapers,students wrotesuchphrasesas"doesanyonecareifIknow?"or"who cares"orsimilarcomments. InsummationoftheSurvey,itisinterestingtonotethatthere isdefinitedepthoffeelingintheoverallresponses.Thestudents expressedthemselveswellandmostlyhonestly,andwhatthey aresayingisanindicationoftheirtrueviewofthepresent.The resultsshouldbetakenseriously,andifeducatorsneedguidelines (Figures5 and6)forfutureeducationalprograms,certainlythis studyofferssomethingtothinkabout.

Remotesensingisoneofthekeystoopentheuniverse.If

wearetousethismostfundamentaltoolofallthespace technologiesadequatelyandresponsibly,thenweshould encourageitasaclassroomnecessityandworkdirectlywith ourpublicschoolstoteachitasoneofthebestandmost competentoftheavailablespacetechnologies(Becker,1986).

Thenextcivilizationinspacenowbeingdesignedbythe

world'sleadingspacefaringnationswilldependonactivities requiringconsiderableknowledgeoforbitalmechanics,space physicsandbiology,planetarygeography/geology,andan expandeduseofremotesensing.Spacestations,instrumented orbitalplatforms,spacetransportationsystemsinandaboutthe SolarSystem,andresearchandmanufacturingfacilitiesinspace requireeducatedworkersschooledinspace-basedtechnologies. Inordertomeetallthesetechnologicalchallenges,wemust beginnowtoinitiateandwiselymanageanationalspace technologyeducationprogramorwewillnotbeabletoenjoy therichesofthenextcivilizationalongwithothermorefarsighted nations.

AcceJera\ing

InformatIOn

Economy

-electronicdatatext-electronicmedia -learningcenters .practicalities -teacher-operated-new communication -Chinese -Russian .Japanese •TOSKILLSI - --

4MUTUAL•

IMPACTS

-themeaningof"beingeducated" -themeaning of"beingtrained" -themeaning of"management" -themeaningof"beingcompetent"

·rolesofworkersinallcompanies

-linesofproductivecommunication -educationalprocessesateveryacademiclevel =:1 -archaiclanguage

·Latin

-Chaucer -Shakespeare

·printedtextbooks

·papermedia

·structuredclassrooms

·idealistics

-administrator-controllee

Innovative

Technology

AcceleratIOn

IIFROMACADEMICSEducationMustMakeA

QuantumLeapFromArchaicsTo

Modernistics

IfSocietyIsToSupportTheMajorIndustry

OfOurCultureTechnologyAccelerationAnd

TheShiftToAn

InformationEconomyForceUsToRedefineOurCulture

FIG.5.Theexistenceofnewtechnology,aswellasitspace,requiresuscontinually toredefineourcultureanditsinstitutions. FIG.6.Tomeetthechallengesofthenextcivilizationandthenextcentury, wewillhavetoteachmorecompetenteducationalinformationthatbetter fitstheculturewearenowdesigning. (5)Arestudentsinterestedintechnologyeducation?Yes, overwhelminglyso,accordingtotheresponsetoquestion3 where91percentofthesamplesaidthatmoretechnology educationwouldbehelpful.Nomoreneedstobesaid,except thatsomekindofcurriculumrevision-toward-realityisdrastically needed(alsointhelightofresponsestoquestion1).Young peoplealreadyknowthattheirfuturesaretiedtothespace frontier,andtheywonderwhytheyarenotbeingtaughtabout it. (6)Ifstudentsinthesamplewerereceivingastrongfoundation inspacetechnology,theresponselevelsinquestions8,9,and

10wouldbedifferent.Surelywecannotexpectthesestudents

turned-adultstosupportatechnology-basedcultureintellectually oremotionallywithoutanykindoftechnologicalfoundation.

Even76percentofthesampleinquestion5-"Whatisthe

purposeofAmerica'sspaceprogram?"-saidthepurposeisto learn,yetwhatwehavealreadylearnedinthepast31yearsor soisnotavailableinschools. (7)InanswertoQuestion9-"WhowasAmerica'sfirst astronaut?"-manyofthe89percentwhodidnotknowwrote suchnamesasLouieArmstrong,ChuckYeager,JesseJackson,

TheMonkey,DarthVader,BuckRogers,AdmiralKirk,and

GeorgeWashington.Thetwomostfrequentresponsestothis question(inorder)were(1)NeilArmstrongand(2)JohnGlenn.

ACKNOWLEDGMENTS

TheauthorwishestothankMr.IanPryke,HeadoftheWash

ington,D.C.OfficeoftheEuropeanSpaceAgencyforspecial liaisonassistance andhelpingobtainmaterials;thetechnical andprofessionalstaffsattheEuropeanSpaceOperationsCentre, Darmstadt,FRGforresearchandimageryassistance;Dr.Gary Johnson,UniversityofMissouri-Columbia,andMr.RonGird, formerNOAA-NESDISdatamanagerattheWorldWeatherBuild ing,WashingtonD.C.,forspecialresearchassistance.Thanks aredueASPRSPresidentDr.RobertM.Hoffer,editorJamesB. Case,andJerryLenczowskiofthe1988St.LouisACSM/ASPRS

Convention,forencouragementandsupport.

REFERENCES

Becker,T.W.,1987.NewDimensionsoftheMind;SpaceEducation. (BritishInterplanetarySociety),London,Autumn/Winter,Vol.1,

No.12,pp.545-549.

--,1987.TheNextCivilization:ASpaceEducationImperative,Spa cewatch(UnitedStatesSpaceFoundation),ColoradoSprings,Vol.

4,No.10,pp.8-9.

--,1988.StudentAttitudesAboutTechnologyEducation:AStatistical Survey,PrivatelypublishedPreliminaryDatareportfrom698highschooljuniorsandseniors:

18pages,obtainablefromtheauthor.

NASAAdvisoryCouncil,EarthSystemSciencesCommittee,1986.Earth SystemScience:AProgramforGlobalChange,(specialinformation report/kit),Washington,D.C. (Received

2October1988;revisedandaccepted27April1989)

pcARC/INFOStarterCourse

6-8November1989

ApcARC/INFOStarterCoursewillbeofferedbytheCenterforRemoteSensingandMappingScience(CRMS)workingin

cooperationwiththeEnvironmentalSystemsResearchInstitute(ESRI),Redlands,California.Thiscourseisdesignedforparticipants

whoalreadyown,orareplanningtopurchasepcARC/INFO.Theformatofthecourseisaseriesoflecturesandexercisesintendedto

familiarize participantswithdatacaptureandediting,useofthenewARCSHELLmenuinterface,mapcoverageanalysis,modeling,

andmapcomposition.TechniquesforintegratingremotesensingdatawithpcARC/INFOwillbeintroduced.Environmentalmonitor

ing.resourcemanagement,andurbanplanningapplicationsareemphasized.