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Galactic Challenge

The Galactic Challenge (GC) is a Science, Technology, Engineering and Mathematics (STEM) activity for schools and science clubs aimed at Years 5 - 9 (ages 10 -14). Using the designing of a futuristic space settlement at its heart, this engineering industry simulation allows participants to experience working in a simulated engineering business/industry environment, whilst applying their knowledge of science, technology, maths, coupled together with art and computer skills, and allowing imagination free reign. In addition, many soft skills are employed during the event, including  management, problem solving, presentation, and interpersonal relationships.

Galactic Challenges are stand alone events that can be tailored for intra or inter school competitions.

What happens at a Galactic Challenge?

After an initial briefing to all attendees, the students are divided into equal sized companies and taken to their company “headquarters”, where they will work for the day. Focussing on their chosen aspect of engineering, (Automation, Human, Structural or Operations), they work together to answer an industry style Request for Proposal (RFP), and present their work to a panel of judges at the end of the day. The judges will question any aspects of the design they are unsure of, allowing the whole company the chance to clarify any misconceptions or elaborate on their ideas.

History

The Space Science & Engineering Foundation (SSEF) was founded by  Dr Randall Perry of Imperial College London with the aim of nurturing students’ interest in space, and to use space as a vehicle to extend STEM learning from school, whilst at the same time allowing students to see the value of STEM in future careers.

Following six successful years of running a competition for Years 10 - 13, The UK Space Design Competition (UKSDC) the SSEF saw the value of extending the competition to a younger audience. After consultation with teachers and other academics, the SSEF Board formulated a shortened version of the industry simulation that would better suit younger students. In 2013, having secured some initial funding from the UK Space Agency, the Micro Challenge was born. The Micro Challenge ran alongside UKSDC events until Bedes School ran their own event in January 2016, and renamed it ‘The Galactic Challenge’ - unsurprisingly, the name stuck, as did the concept of running the challenge as a stand alone event.

With its new name, Galactic Challenges were then held at Imperial College London, Sutton Grammar School, Wapping High School, Westminster Academy and again at Bede’s, both in 2017 and 2018. In 2019 the Bede’s Galactic Challenge attracted over 120 students and nearly 400 in the audience when the students presented. Galactic Challenges have also been held at  King’s College London, Riddlesdown Collegiate, Ardingly College, Blatchington Mill School, Trinity School and Sevenoaks School. Twenty GC’s are planned for 2020 and they are attracting on average 80 -185 students each time, with the presentations being made to a packed house.

There are three main differences between the Galactic Challenges and the UK Space Design Competitions. The first is the involvement of the parents as an audience for the final presentations at the GCs. Secondly, while the RFP remains a detailed and complex document, it was made slightly simpler for the younger students. Lastly, a condensed version of the senior competition captures all the same UKSDC challenges into a shorter timetable.

Future

The Galactic Challenges and UK Space Design Competitions have become so successful as an educational experience that they are currently expanding beyond the United Kingdom to several parts of the world including The European Space Design Competition (ESDC), the Middle East and Africa Space Design Competition (MEASDC) China and Australian Space Design Company (ASDC).

Why do Galactic Challenges work?

The following excerpt was taken from an article “How We Think and Learn” written by Catherine Fosnot  for a book titled the UK Space Design Competition in its 1st edition and the simplified Space Design Competition 2nd edition. Dr Perry and Dr Fosnot have both been proponents of learning and education, and wrote a joint book chapter titled “A Psychological Theory of Learning.”. The chapter has been used as the subject of graduate teacher training. The GC is based on the concepts presented in the book chapter.

“Most people assume that learning results from teachers transmitting knowledge: clearly explaining concepts, procedures to be practiced, and facts to be memorized. Then testing to assess retention and application, with subsequent feedback. Yet this could not be further from the truth. Mathematicians and scientists alike describe the processes by which they learn quite differently from the ones characteristically employed in our schools. The renowned Dutch mathematician, Hans Freudenthal (1991) ,frustrated with the state of affairs in education, once said: Cognition does not start with concepts, but rather the other way around: concepts are the results of cognitive processes…

By requiring students to present their designs to others, (the jury as well as other student ‘companies’), with supporting evidence that their design will work, the GC provides rich opportunities for students to experience the roles of representation and argumentation in science. During the process of developing a viable defense of their designs, contradictions and insufficiencies in thinking arise causing students to re-examine aspects of their product and the criteria used in its formation.”

By engaging students in the formation of companies focused on offering solutions and designs for the development of living environments in space, the Galactic Challenges involves students in an experience designed to engender powerful learning. It takes seriously what it means to do science and treats scientific thinking and learning as the active creative processes they are. Rather than just applying previously learned concepts and procedures, participants are asked to seek novel solutions to complex problems. They are asked to generate unique designs and construct and defend concepts as they work.