The teaching of science subjects is a central challenge in education today. It is one of the foundational disciplines that “builds” engineering, mathematics, and robotics professionals. But the “structure” of researchers depends not only on disciplines, but also on teaching methods and the use of communication methods.
One approach to science subjects may be in the environment. Getting to know and protect the processes of the environment is also helped by the precise wording (formulation) of the properties of the environment. One approach and form could be to measure the environment. Physics, chemistry, geology, and biology can provide accurate data in a given field through measurements. But the knowledge that is too scattered in this way can be combined into a system, a shaping approach, by the world of measurement of a space probe, which has already landed on a planet. There we can measure many environmental parameters in a given place.
We have a program in Hungary called Hunveyor and HUSAR experimental space probe model construction and measurement program. It is a form of education where teachers build models with students. During the planning of the measurements, they follow the path of measuring the individual natural phenomena from the data collection to the formulation of the overall picture. From these we reconstruct the environment around the spacecraft (all in modelling conditions).
Building a knowledge system associated with space probe construction can be of particular interest to young people, students and students preparing. In this connection I would ask colleagues:
1. Are experimental space probe models used when you are teaching science subjects?
2. Are the attractive and intriguing opportunities of planetary science used in the teaching of science subjects (such as STEM at NASA)?
Thank you for your attention. Szaniszlo Berczi
Generally speaking, models are developed in order to express unknown terms as a function of known parameters. Thus models are predictive only to the extent of the accuracy of their physical content and their validations with respect to theoretical solutions or experimental data. However and whatever the problem, we should first teach our students that there are five basic principal requirements that have to be respected in the development of models.
1. Tensorial nature of the unknown terms: the closure of modeled terms must be carried out using tensors having the same properties as the original thems: tensor order, tensor properties (symmetry, anti-symmetry, null trace, etc).
2. Material indifference: The laws of closure should not depend on the coordinate system. This means that the laws are preserved during a frame change.
3. Dimensional analysis: The terms generated must be dimensionally correct. We then obtain the form necessary for each term up to a numerical coefficient.
4. Asymptotic behavior: the must-have solutions that relax towards expected asymptotic physical and theoretical solutions
5. Conditions of feasibility: The methodological principles set out above do not guarantee the conditions of feasibility. Checking them helps prevent the development of physically unacceptable behaviors such as the appearance of negative energy, negative absolute pressure or whatever other incoherencies
Dear Szaniszlo Berczi
Since you mention the system. I think systems thinking would be the best option that can links the acquired "scattered knowledge". Please refer to system theory and its application in science and STEM education. In our chapter, there are some insights.
kindly visit:
https://www.researchgate.net/publication/344269278_Systems_Thinking-Ludwig_Von_Bertalanffy_Peter_Senge_and_Donella_Meadows
Dear Colleagues: Thanks for the answers.
To Dr. Jamel Chahed I mention that the teaching of space probe model construction can not be began on the top. Our program is building and developing the early steps. It is essential, that the construction and development is in the hand of students and they grow gradually. Teacher suppports them.
To dr. Salah Ahmed I mention that you are right, system thinking is important. During the constructing the Hunveyor they gradually discover the problems and develop to answer or solve them by themselves. All these constructing works give enthusiasm for the students and they learn with more intensity.
With best regards: Szaniszlo Berczi
Dear Szaniszlo Berczi thank you for your replay. I think that "teaching of space probe model construction" is first and foremost "teaching" and I consider that "the construction and development is in the hand of students" is a totally relevant approach that is otherwise beneficial for students. I just draw attention to the fact that being a teaching, it is essential to inculcate in students the fundamental bases of modeling which can only be conceived within a phenomenological approach which respects the laws of conservation and which relies on dimensional analysis, on the analysis of scales and which provides models with physically acceptable behaviors. Without these foundations prior to any construction of a model, the shortcuts are quickly made by the learners can then fall into the easy trap to concoct like "sorcerer's apprentices" "black boxes" called "models" and this is where there is an amalgam and where the problem lies
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