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Scientific field training for human planetary exploration

Authors:	DSS Lim GL Warman CP McKay MM Marinova D Andersen Z Cardman MD Delaney AL Forrest BE Laval P Nuytten M Reay D Schulze-Makuch GF Slater

Institution:	^a NASA Ames Research Center, Mail-Stop 245-3, Moffett Field, 94035 CA, USA ^b SETI Institute, 515N. Whisman Road, Mountain View, 94043 CA, USA ^c ExperiencePoint, 800 West El Camino Real, Ste 180, Mountain View, 94025 CA, USA ^d NASA Johnson Space Center, 2101 NASA Parkway, Houston, TX 77058, USA ^e Planetary Science, California Institute of Technology, MC 150-12, Pasadena, CA, USA ^f Department of Biological Sciences, University of Calgary, 2500 University Drive NW, Calgary, Alberta, Canada ^g University of North Carolina at Chapel Hill, Department of Marine Sciences, 340 Chapman Hall, CB 3300, Chapel Hill, NC 27599-3300, USA ^h Applied Geochemistry Group, University of Calgary, 2500 University Drive NW, Calgary, Alberta, Canada ⁱ The Edge Diving Centre, 973 Marine Drive, North Vancouver, B.C., Canada ^j Department of Civil Engineering, University of British Columbia, Vancouver, B.C., Canada ^k Nuytco Research, 241A East 1st Street, North Vancouver, B.C., Canada ^l Department of Earth Sciences, University of Western Ontario, London, Ontario, Canada ^m School of Earth and Environmental Sciences, Washington State University, Pullman, WA, USA ⁿ Geology Department, University of California, One Shields Avenue, Davis, CA USA ^o School of Geology and Geography, McMaster University, Hamilton, Ontario, Canada ^p McMaster Centre for Medical Robotics, McMaster University, Hamilton, Ontario, Canada

Abstract:	Forthcoming human planetary exploration will require increased scientific return (both in real time and post-mission), longer surface stays, greater geographical coverage, longer and more frequent EVAs, and more operational complexities than during the Apollo missions. As such, there is a need to shift the nature of astronauts’ scientific capabilities to something akin to an experienced terrestrial field scientist. To achieve this aim, the authors present a case that astronaut training should include an Apollo-style curriculum based on traditional field school experiences, as well as full immersion in field science programs. Herein we propose four Learning Design Principles (LDPs) focused on optimizing astronaut learning in field science settings. The LDPs are as follows: (1) LDP#1: Provide multiple experiences: varied field science activities will hone astronauts’ abilities to adapt to novel scientific opportunities (2) LDP#2: Focus on the learner: fostering intrinsic motivation will orient astronauts towards continuous informal learning and a quest for mastery (3) LDP#3: Provide a relevant experience—the field site: field sites that share features with future planetary missions will increase the likelihood that astronauts will successfully transfer learning (4) LDP#4: Provide a social learning experience—the field science team and their activities: ensuring the field team includes members of varying levels of experience engaged in opportunities for discourse and joint problem solving will facilitate astronauts’ abilities to think and perform like a field scientist. The proposed training program focuses on the intellectual and technical aspects of field science, as well as the cognitive manner in which field scientists experience, observe and synthesize their environment. The goal of the latter is to help astronauts develop the thought patterns and mechanics of an effective field scientist, thereby providing a broader base of experience and expertise than could be achieved from field school alone. This will enhance their ability to execute, explore and adapt as in-field situations require.

Keywords:	Field science Planetary exploration Astronaut Training Pavilion lake
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