During a recent teacher aerospace externship, I overheard a conversation that stuck with me. Someone mentioned a student who was curious if the Earth was actually flat. Another person said the student should have just accepted the fact that the Earth is round. As a science teacher, I saw it a little differently.

We all want our students to understand scientific evidence. We want them to learn how scientists have studied our world and why certain conclusions are accepted by the scientific community. But I also think it is okay for students to be curious or to ask challenging questions. Actually, questioning things is usually where real science begins. 

Instead of simply telling a student what to believe, imagine what kind of conversation would happen if we encouraged them to investigate the evidence for themselves: How do we know the Earth is round? What experiments have people conducted throughout history to test it? 

Some of the greatest advances in science came from people who were willing to question accepted ideas and then do the work to investigate them. Scientists like Galileo didn’t change our understanding of the universe because they blindly accepted what others said. Galileo had challenging questions, made his own observations, and then followed where the science led him. That’s not throwing science out the window—that’s practicing science.

The conversation I overheard stayed with me throughout the week as I visited aerospace companies and organizations across the Houston area. The more professionals I met, the more I realized that curiosity not only inspires scientific breakthroughs but also can lead our students toward careers that interest them.

But here's the thing. When our students think about careers in space, most of them only know one job title: astronaut. If they don’t see the possibility of becoming an astronaut, they might give up and think there is no place for them in space. 

While each organization I met with served a different purpose within the aerospace industry, a common theme emerged everywhere we went: There are so many different paths into space-related careers. I met people who design hardware, develop software, create simulations, manage projects, train employees, support missions, teach future engineers, and build components that eventually make their way into space. Each person was so proud of their job: “Our team put a part just like this in space.” “An astronaut on the International Space Station used our design.” Their curiosity led them to learn how a space suit is sewn or to improve their ship designs. That curiosity can open the door for our students to imagine themselves in a field they had never considered.

After speaking with professionals across these organizations, I left with three big conclusions about how we can prepare our curious students for careers in aerospace. 

1. We must intentionally create opportunities for students to work together, communicate, and solve problems. 

Across nearly every conversation I had, teamwork was mentioned as an essential skill for the aerospace workforce. One company even shared that, in addition to a résumé, they ask candidates for examples of something they enjoy doing outside of work, and candidates must include photos or videos. The company’s representatives explained that this requirement can quickly reveal creativity, initiative, and how well someone works with others. As an elementary science teacher, I am most excited by the fact that we can begin building these skills now. Our young scientists are already curious, asking “Why?” “How?” and “What if?” We can nurture that curiosity by creating hands-on, collaborative learning experiences where students explore, build, and experiment together.

2. We need to expose our students to computer-aided design (CAD) at an early age. 

CAD is used everywhere in the aerospace industry, and science and STEM educators can easily begin introducing this skill in classrooms today. Free tech tools such as Tinkercad allow students to turn their curiosity into new creations as they design prototypes, test ideas, and solve real-life problems. Pairing CAD with 3D printing could create powerful learning experiences in which student curiosity becomes something a student can see, hold, and improve. In many ways, this experience mirrors the same process I saw happening in the aerospace industry: Curiosity led to new designs, the designs were tested, and many of those tests then led to new or improved innovations.

3. Space science should not be taught as a stand-alone unit.

Space science should be explicitly incorporated throughout the entire school year. We can use space to show students how the skills they are learning connect to the real world and give meaning to what they are studying in the classroom: 

• Making observations? Did you know the Artemis II astronauts were trained to carefully observe the Moon and record detailed notes? 
• Studying plants? Scientists are currently researching how to grow plants in lunar and even Martian regolith to support future space missions. 
• Learning about density or classifying matter by its properties? Those same concepts were crucial when scientists developed underwater astronaut training environments that simulate conditions in space. 

The connections are everywhere. Across all units, curiosity is at the center. Nearly every science topic we teach can be connected to space exploration. Space science is not just something students learn about in a classroom—it is something real people study every day to explore their own curiosity, solve real problems, or just understand the world around them.

The overall lesson I took away from this week is simple: Space education is not just for future astronauts; it is for every student who is curious. Curiosity can reveal strengths and interests that students didn’t know they have. Curiosity can lead to new discoveries. Sometimes that curiosity can lead to a career helping humanity explore beyond our planet. Do your students want to be part of something that goes into space? If they do, there is a path for them. Our job is to help them follow their curiosity far enough to find their own space.
 

Dustin Perez is a passionate fifth-grade science teacher who chairs his campus science committee, serves as his campus University Interscholastic League (UIL) coordinator, leads science clubs, and founded Science Discovery Nights, a community-focused program that connects students and families with science professionals through engaging, hands-on experiences. He serves on district science leadership teams, presents at science conferences across Texas, volunteers on science educator committees for the Texas Education Agency, writes assessment items for state exams, and serves as the science education chair for the Texas Academy of Science.Perez earned the National Certificate for STEM Teaching and holds a Master of Education degree from the University of Houston–Victoria, where he was recognized as the Outstanding Graduate Student of his graduating class. Connect with him on LinkedIn.

The mission of NSTA is to transform science education to benefit all through professional learning, partnerships, and advocacy.