Scientific field training for human planetary exploration

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