THE LAST THIRTY YEARS OF PLANETARY SCIENCE IN K-12 EDUCATION: GETTING ONBOARD THE REFORM TRAIN?

Over the last thirty years, there have been multiple, periodic examinations of K-12 science curricula, nationally as well as among state and local school divisions. In part, these examinations have been as a result of advances in scientific knowledge and technological innovations. In many cases, the result has been an expansion of curricular topics, with the laudable goal of increasing science literacy in the general public. Sadly, though, the result has been curricula that have been characterized as “an inch deep and a mile wide,” and thus unlikely to result in general science literacy. Space science topics in K-12 education in this same time period have largely been consigned to the Earth science curriculum across past major science education reform documents (Science for All Americans, Benchmarks for Science Literacy, National Science Education Standards), but with a bifurcation between elements that are primarily astronomical (stars, galaxies, etc.) and those that are developmental (origin of the Solar system). Instructionally, these same topics have been limited to descriptive, declarative knowledge that has not been well leveraged for a broader comparative understanding of the evolution of Earth systems. This presentation will trace the development of space science topics in the K-12 science curriculum over the last thirty years, contending that past K-12 curriculum reform documents have largely lagged in their treatment of contemporary understanding of planets and planetary systems. Furthermore, the K-12 instruction of planetary topics has had room to grow in order to broadly and fully incorporate knowledge of how students learn science, particularly through inquiry and other pedagogical innovations. Included also will be a discussion of persistent misconceptions by students about planetary science, on the understanding of the cost-benefit ratio of planetary exploration by adults, and the conflation of the technology of space exploration with the scientific findings from space exploration in the popular imagination. The presentation will also frame the promise offered through the recent Earth Science Literacy Initiative and the Framework for K-12 Science Education to integrate current planetary science with inquiry-driven pedagogy, increasing the potential for an Earth-literate population.