Exploring Remote Sensing in Out-of-School Time Settings: Results of a Field Test of a NASA-themed Curriculum for Middle School Youth

Abstract:

Planetary Learning that Advances the Nexus of Engineering, Technology and Science (PLANETS) is a NASA-funded collaboration between curriculum developers, professional development providers, and U.S. Geological Survey scientists. The PLANETS team developed three planetary science units for use in out-of-school time (OST) settings, including two for middle school learners and one for elementary learners. In Fall 2019, evaluators conducted a field test of the Remote Sensing middle school unit with 11 OST educators and their learners at seven sites across the U.S. Approximately 200 youth, including a high percentage of minority and economically disadvantaged learners, participated.

The field test examined 1) implementation of the unit in real-world OST environments, 2) educator perceptions of the materials, 3) impacts of the materials on educator knowledge and skills, and 4) impact on youth interest in engineering. Methods included educator implementation and knowledge and skills surveys, educator interviews, a sample of classroom observations, and a youth engineering attitude survey.

Results show variation in how educators implemented the Remote Sensing materials in their OST settings. Educators’ perceptions of the quality and usefulness of the Remote Sensing materials were generally positive and OST educators valued having real-world, learner-centered materials that leveraged NASA assets. Educators’ knowledge of the unit content increased, on average, more than their instructional skills as a result of teaching the unit. Preliminary youth survey results show that the PLANETS materials can positively affect youth interest in engineering.

The PLANETS Remote Sensing materials meet many of the needs OST educators have for high-quality, flexible and engaging materials to support youth in after school settings. Field test results indicate that using these materials can positively impact educators’ content knowledge and affect youth interest in engineering.