Directorate: Curriculum FET
Distinguish between the two data formats of GIS? • Can you distinguish between active and passive remote sensing? ACTIVITIES/ ASSESSMENT Complete the attached
Remote Sensing of Climate Change processes in the Earth system
2 oct 2021 Summary Slide 4 A study plan for students Immerse yourself in remote sensing Don't limit yourself to this year's event focus
Geographic Information System (GIS) Educator Training Manual
Innovations in science and technology as changed the ways data is acquired and the techniques used for mapping such as remote sensing, GIS, GPS, digital
2 1 3 Module Code and Title: GST501 Introduction to Geographic
compare applications of GIS and remote sensing in Bhutan with applications Creating lessons with geospatial technologies: backwards planning, developing
Teaching Remote Sensing as Public Classroom Instruction - ASPRS
ABSTRACT: Space and remote sensing education are potentially valuable contributions to (2) How much of your school time is spent exploring ideas about
Lessons from a global remote sensing mapping project A review of
MCRMP products were used prominently to achieve new results in coral reef inventories; conservation planning; enhancement of biodiversity and fishery resource
Research and Teaching Applications of Remote Sensing Integrated
13 déc 2019 Remote sensing is used in the Spatial Sciences Institute (SSI) across the full ble urban and rural planning, and public health Keywords
Remote Sensing as a Tool for Phenomenon-Based Teaching and
Keywords: Remote sensing, urban heat island, phenomenon-based learning, STEM To cite this article: Adaktylou, The author shared a lesson plan that
Academic Course Description BCE093 Remote Sensing and GIS
remote sensing and also provide an exposure to GIS and its practical applications in civil engineering UNIT I REMOTE SENSING Draft Lecture Schedule
A BIRD'S EYE VIEW / REMOTE SENSING—Part 1
1 juil 2020 LESSON PLAN – PART 1 Learning Objectives The students will • Learn about the development of remote sensing with
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
P
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
5
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.