LT1044 Space and sustainable development for active teachers and educators 3.0 credits

Space-related science and technology that can be used for teaching for sustainable development, e.g. satellite data, earth observations, environmental technology. Science and technology that can be used in fields such as sustainable space cities or space stations, cultivation technology, purification technology, and materials science. Didactic aspects for interdisciplinary teaching in space and sustainability, especially how the teacher can introduce societal issues and let pupils take stance based on complex situations.

In this digital professional development course, space is a place of inspiration and dreams for the future, and an everyday aspect of modern life. Students meet space experts, scientists and astronauts, and also try using real space data and apply real scientific methods. The course deals with facts and discussions on how the UN Sustainable Development Goals can be achieved, as well as didactics for teaching this topic.

As a teacher or educator, you are encouraged to use space-related themes and young people's genuine fascination with space to improve school students' competences in STEM-related subjects when you carry out a practical project with your students.

The course is an online course.

• Lectures by researchers with connections with space and sustainable development and people in the network of ESERO Sweden
• Seminars and discussions about space and sustainable development
  
• Development of an outline for a series of space-themed lessons on sustainable development The lessons can be planned within a STEM course of your choice or as an interdisciplinary collaboration within the secondary school.

The course intends to develop the participants' skills in pedagogy and didactics to teach about space and sustainable development in STEM subjects.

After passing the course, the student should be able to:

• give an account of basic concepts and phenomena within the area of space and sustainable development
• discuss how students can be introduced to current societal issues where space and sustainable development are of great importance
• give an account of, and problematise, general didactic aspects of STEM subjects

• orientate themselves in current practices and didactic research in basic STEM teaching revolving around a space theme
  
• analyse relevant course syllabi and subject syllabi to identify elements and contents where knowledge within the areas of space and sustainable development can be applied.

• plan and evaluate teaching for pupils about sustainable development, revolving around a space theme, in one or more STEM subjects.

No specific prerequisites

If the course is discontinued, students may request to be examined during the following two academic years.

• INL1 - Hand-in assignment, 2.0 credits, grading scale: A, B, C, D, E, FX, F
• SEM1 - Seminars, 1.0 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Compulsory attendance. Occasional absences can be complemented.

Helena Lennholm

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.