Capturing Student Interest in Astrobiology Through Dilemmas and Paradoxes.

Saved in:

Bibliographic Details
Title:	Capturing Student Interest in Astrobiology Through Dilemmas and Paradoxes.
Authors:	Slater, Timothy F.¹ tslater@as.arizona.edu
Source:	Journal of College Science Teaching. May/Jun2006, Vol. 35 Issue 6, p42-45. 4p.
Subject Terms:	Interest (Psychology), Science education, *Curriculum, Space biology, Astrobiology
Geographic Terms:	United States
Company/Entity:	United States. National Aeronautics & Space Administration
Abstract:	This article focuses on capturing student interest in astrobiology through dilemmas and paradoxes. Astrobiology is a relatively new scientific discipline that has been fully embraced and funded by the U.S. National Aeronautics and Space Administration. The goal of astrobiology is to study the origin, evolution and distribution of life in the universe. Despite the seemingly innate appeal of a course on extraterrestrial life, when it comes right down to it, an astrobiology course is still a natural science course at its core. In response, the author created a series of probing essential questions that tie central concepts in astrobiology to dilemmas, paradoxes and moral questions with the goal of intellectually engaging students in the human side of the astrobiology enterprise. The author uses these questions as discussion starters and, occasionally, as an opportunity for students to participate in a five-minute free writing activity.
Database:	Education Research Complete

Description
Abstract:	This article focuses on capturing student interest in astrobiology through dilemmas and paradoxes. Astrobiology is a relatively new scientific discipline that has been fully embraced and funded by the U.S. National Aeronautics and Space Administration. The goal of astrobiology is to study the origin, evolution and distribution of life in the universe. Despite the seemingly innate appeal of a course on extraterrestrial life, when it comes right down to it, an astrobiology course is still a natural science course at its core. In response, the author created a series of probing essential questions that tie central concepts in astrobiology to dilemmas, paradoxes and moral questions with the goal of intellectually engaging students in the human side of the astrobiology enterprise. The author uses these questions as discussion starters and, occasionally, as an opportunity for students to participate in a five-minute free writing activity.
ISSN:	0047231X