1. Key Notes
Fermeli, G.1, Meléndez, G.2, Dermitzakis, M.1, Steininger, F.3, Calonge, A.4, Neto de Carvalho, C.5, Rodrigues, J.5, Koutsouveli, A.6, D’Arpa, C.7, Di Patti, C7
|Abstract: GEOschools is a European Union project supported by the Lifelong Learning Programme. The main target of the project is to define a “Framework on geosciences literacy principles” for the general European citizens, to be applied at least, for the revision of obligatory school curricula for secondary schools for the participant countries. Main aims of the project are: a) bridging the gap between scientific knowledge and school knowledge in geosciences, b) increasing the knowledge of teachers and the ability of students in valuing and appreciating geosciences, c) improving educational skills of Geosciences in European school environment d) establishing and sustaining a consortium on research and initiatives on Geosciences didactics, e) supporting Education for sustainability.|
Curriculum comparison research
Universidade de Alcalá, Madrid (Espanha), email@example.com
|Abstract: Geosciences do not exist as a separate subject in Secondary Education although its relevance has been increasing throughout the last decades. Thus, students need to know better how the Earth works, how crucial is the economic interest of natural resources, how will climate change, geological risks, desertification, natural resources management, etc., affect our society, economy and environment. These questions can’t be answered without the theoretical and procedural body knowledge provided by Geosciences.
In this way the one of the main targets of the Geoschools project will be to conduct a curriculum comparison research based on the review of the geological contents of curricula in secondary schools from: Austria, Greece, Italy, Portugal Spain and members of other European countries. After that, next step of the research will also focus on the analysis of geological contents in secondary school textbooks, based on a detail review of the amount and quality of the information given to students. Unfortunately, in most European countries the geosciences concepts are most often absent of “diffused” within other vaguely related disciplines. This progressive decrease of the ratio of geosciences teaching in schools, both in time assigned and in share of contents in science programs, could bring highly negative consequences to the university background and future research and knowledge of Earth. Nonetheless, these are not good times for Geosciences and they result in the need to join forces for those who are committed with the teaching of this subject.
Elaboration of an Earth Sciences Lexicon
Departamento de Ciencias de la Tierra (Paleontología). Universidad de Zaragoza (España). firstname.lastname@example.org
|Abstract: The elaboration of an Earth Sciences Lexicon, i.e. a series of glossaries covering the main branches of Earth Sciences available for High school students is a main goal of GEOschools project. It is included as one of the main Work packages and must be fulfilled in several successive phases along the three years of development of the project. The final purpose of the Lexicon will be to offer a multi-lingual version of those terms most commonly used, appearing as basic or relevant in text books. In this way, it is intended to become a useful tool for students and interested people to an easy and quick access to main concepts of Geology, and an accessible comprehension, when dealing with common social problems having a geological origin (as it is the case, e.g. of Geological risks).|
2. Oral and Poster Communications
Topic: Geosciences curricula and textbooks
Practical Activities proposed for the subject Seismology in the textbooks of Biology and Geology for the 10th grade
Antunes, C., Gonçalves, A., Lopes, F., Gomes, C.
CGUC, Departamento de Ciências da Terra, Universidade de Coimbra, Coimbra, email@example.com, firstname.lastname@example.org, email@example.com, firstname.lastname@example.org
|Abstract: This study is part of a wider project, inserted in the PhD on Science Teaching, in which we look to find answers concerning the teaching and learning subjects related to Seismology. Specifically, the aims are to analyze and determine the adequacy of the practical activities for teaching Seismology, proposed by the 10th grade textbooks for Biology and Geology. In a global appreciation, it is verified that 58% of the practical activities related to “Seismology” are included in the category Adequate, 23% are Very Adequate, being important to refer that there isn’t any activity categorized as Inadequate.|
Geology 12, the “new” (re)form
Anastácio, M. L.
Colégio Santo André, Mafra.email@example.com
Abstract: The theme of this communication is the result of, an actual experience in teaching, but mainly of a diversified group of pedagogic experiences and the disclosure of geosciences, all associated to a meditation about the new purposes of the subject Geology, taught in the 12th grade, in contrast with the themes taught in previous years. With no intention of innovating or showing the Scientific/Humanistic and Sciences/Technologies students new big themes, the programme of the subject allows to know some items in a deeper way and also an approach to the scientific method, giving the teacher a certain liberty to manage the contents and the theoretic and practical activities. The last reorganization in teaching, in 2003, took away from the 12th grade Geology its feature of a specific subject, used to University admission, converting it into a subject where the study motivation is part of the teacher’s role.
Topic: Teaching geosciences in the field
Field Visits with Lagos Live Science Centre – three years of contributions
Oliveira, B.1, Rodrigues, L.A.2
1. Centro Ciência Viva de Lagos, firstname.lastname@example.org.
2. Ciência Viva – Algarve, email@example.com
|Abstract: Lagos Live Science Centre (CCVL) integrates the Ciência Viva Centres network which main objectives are the dissemination of scientific and technological education and literacy. Besides the activities within the Centre, the CCVL offers different geological field visits both for formal education (schools) and informal education (tourists). The scientific subjects of these visits cover aspects of both Geology and Paleontology from Natural Heritage of southern Portugal. Several Algarve’s beaches and cliffs could be visited within this CCVL educational offer, always guided by professionals, offering school teachers the opportunity to complement the curricula and to provide the tourists with a different natural perspective of Algarve.|
Perceptions from tenth grade students about field work in the scope of a field trip to Brialtos quarry
Filipe, F.1, Henriques, M. H.2
1.Escola Secundária de Figueiró dos Vinhos, Rua Madre de Deus, 3260-426 Figueiró dos Vinhos, firstname.lastname@example.org. 2. Departamento de Ciências da Terra e Centro de Geociências; Faculdade de Ciências e Tecnologia da Universidade de Coimbra, Largo Marquês de Pombal, 3000-272 Coimbra, email@example.com
Abstract: The present investigation refers to the design, implementation and evaluation of an educational intervention involving students of Biology and Geology of the 10th year of the Secondary School of Figueiró dos Vinhos, focused on the curricular topic “The Earth – a unique planet needing protection”.
Perceptions of the eleventh grade students about the field work in the scope of the field trip to Carriça Ceramics
Dias, G.1, Henriques, M. H.2
1. Agrupamento de Escolas de Arganil; Avenida das Forças Armadas - Apartado 8; 3300 Arganil; firstname.lastname@example.org. 2. Departamento de Ciências da Terra e Centro de Geociências; Faculdade de Ciências e Tecnologia da Universidade de Coimbra, Largo Marquês de Pombal, 3000-272 Coimbra; email@example.com
Abstract: This research refers to the conception, implementation and assessment of an educational intervention, based on field work, developed with 25 pupils of 11th grade classes, from Arganil Schools Group. The results of this research provides positive indicators concerning the educational value of interventions focused on day to day pupil’s personal experiences, involving both collaborative work and practical work, and which articulate formal and non-formal learning spaces. Such educational approaches can contribute to promote significant and relevant scientific education in general and Geology in particular.
Perceptions of the 11th grade students about field work in the scope of a field trip to Arouca Geopark
Tomaz, C.1, Henriques, M. H.2, Sá, A.A.3
1. Escola Secundária de Ponte de Sor, Rua General Humberto Delgado, 7400-259 Ponte de Sor, firstname.lastname@example.org. 2. Departamento de Ciências da Terra e Centro de Geociências; Faculdade de Ciências e Tecnologia da Universidade de Coimbra, Largo Marquês de Pombal, 3000-272 Coimbra; email@example.com. 3. Departamento de Geologia da Universidade de Trás-os-Montes Alto Douro, Apartado1013, 5001-801 Vila Real, firstname.lastname@example.org
Abstract: This research refers to the conception, implementation and assessment of an educational intervention, based on field work developed in Arouca Geopark, by exploring geodiversity elements recognizable in 5 of its geosites: Geological Interpretation Center of Canelas, Frecha da Mizarela Lookout, Mizarela Geological Contact, Castanheira Folds Field and Stones giving Birth – Castanheira, with pupils of two 11th grade classes, from Escola Secundária de Ponte de Sor. The results of this research show that educational interventions involving both collaborative work and practical work, using Geoparks as a resource for the implementation of field work, can contribute to promote significant and relevant learning on Geology, as well as to stimulate curiosity and interest for learning more about Earth Sciences, seen as a main goal for the global present day problems mitigation, which affect contemporary societies and endanger Humanity’s future.
GEONATURescola from Naturtejo Geopark: educational programs in geosciences and for sustainability
M. Manuela Catana1,4, Carlos Neto de Carvalho1,2,3 , Sara Canilho1,2
1. Geopark Naturtejo da Meseta Meridional – Geoparque Europeu e Global sob os auspícios da UNESCO. Avenida Joaquim Morão, 6060-101, Idanha-a-Nova. 2. Gabinete de Geologia e Paleontologia do Centro Cultural Raiano – Câmara Municipal de Idanha-a-Nova, 3. Centro de Geologia da Universidade de Lisboa. Faculdade de Ciências, Bloco C6, 3º Piso, sala 6.3.57, Campo Grande, 1749-016 Lisboa, 4. Centro de Geologia da Universidade do Porto e Centro de Ciências da Terra da Universidade do Minho, Campus de Gualtar, 4710-057 Braga. email@example.com.
Abstract: The Naturtejo Geopark educational programs were created in the school year of 2007/2008 to the Portuguese and foreign school public. There are 3 types of programs: School meets the Geopark, Geopark goes to School and Anim’a Rocha. Their main goals are to raise the school public awareness to Geosciences and Nature Conservation, complementing the curricula from the Portuguese Ministry of Education and providing teachers and pupils with useful tools. The activities include pre-field trip classes, school projects applied to the territory, interdisciplinary field trips, thematic workshops, contests, exhibitions and are addressed to students from the Nursery School level to the University. All the information, online booking and educational resources are available at www.geonaturescola.com. Naturtejo Geopark is one of the 7 partners of the European Project “Geoschools – Teaching Geosciences in Secondary Schools”.
Geological resources (limestone and granite) – a study with students from the eighth grade
Rola, A.1,2, Gomes, C.2
1. Agrupamento de Escolas de Santa Comba Dão, Portugal. 2. CGUC, Departamento de Ciências da Terra, Universidade de Coimbra, Portugal. firstname.lastname@example.org
Abstract: The results of a diagnostic test about the use of rocks, carried out in order to prepare a field work on the geological resources in Coimbra, are presented and discussed. This study, involved a sample of 50 students of the eighth grade, 19 boys and 31 girls, aged between 13 and 14 years old, from a school in the district of Coimbra, Portugal. The test consisted in two short questions: Q1. Refer two applications of the limestone; Q2. Refer two applications of the granite. The answers were subjected to content analysis. The results revealed the importance of the knowledge acquired from world observation. It is also enhanced the great importance for geosciences teachers on the identification of learning disabilities and in the construction of scientific knowledge.
Topic: Innovative teaching strategies
Technology for Education in Geology. The project Go-mobility in Education
Noivo, L. M.
Escola Rainha Santa Isabel de Carreira, Leiria. email@example.com
Abstract: This project enhanced the use of ICTs, particularly the features of mobile devices (GPS, mobile phone/pda), the renewal of learning contexts of the curriculum giving the students a central and active role in the development of their local geological knowledge.
Casa das Ciências: Sharing Digital Learning Objects
Silva Pinto, M.
Casa das Ciências. www.casadasciencias.org
Abstract: The use of Digital Learning Objects (DLO) has now become commonplace in all schools and at all levels. Casa das Ciências (www.casadasciencias.org) is designed to be a reference for cooperation and sharing of DLO, this being achieved by a strict validation model based in peer review. All items in the repository of DLO can be used offline. A glossary of scientific terms (in Portuguese) is being built to serve school teachers and pupils. Furthermore a repository of images relevant for the teaching of the sciences is also underway. All this is done with the collaboration of teachers and researchers. This project responds to the wishes of the Calouste Gulbenkian Foundation aiming at the improvement of the learning of the sciences in the Portuguese schools.
Topic: Teaching geosciences for a sustainable development
“Sands: Geology as a grain puzzle” – an interactive tool for Geosciences teaching from casadasciencias.org website
J. Rodrigues1,2, M. Cachão3, J. Paulo4, M. Mateus4, P. Silva4
1. Bolseira Casa das Ciências, Fundação Calouste Gulbenkian 2010/2011 2. Geopark Naturtejo da Meseta Meridional. 3. Departamento de Geologia da Faculdade de Ciências da Universidade de Lisboa. 4. Escola Superior de Tecnologia do Instituto Politécnico de Castelo Branco. firstname.lastname@example.org
|Abstract: This project aim was to contribute to the development of online educational tools (http://casadasciencias.org, particularly designed for high school levels) in the field of the Geosciences. The project focused on the study of sand samples from different geological contexts, selected by their scientific and didactical relevance. The final products were: 1) an interactive Flash Tool with a learning step-by-step section; 2) a Forensics’ Challenge as practical activity and 3) a Powerpoint presentation developed to consolidate knowledge. These tools are supported by Teachers’ and Students’ Guides, to obtain the maximum efficiency of the multimedia instruments. These materials are intended to enrich Geosciences teaching activities by promoting laboratory or field experiments.|
Questions developed by students on Plate Tectonics: a strategy for apprenticeship
Gonçalves, A.1, Antunes, C.1, Rebelo. P.2, Gomes, C.1
1. CGUC, Departamento de Ciências da Terra, Universidade de Coimbra, Coimbra, email@example.com; firstname.lastname@example.org; email@example.com
3. Departamento de Matemática da Universidade de Coimbra, Coimbra, firstname.lastname@example.org
Abstract: In learning science, asking questions is an important activity and can help students self-regulate learning. This study aims to analyze the questions raised by students on the subject of Plate Tectonics and to compare them with the material used for their induction. The methodology is, initially, the development and application of materials-inducing questions, and, later, the examination of the questions. The results allow a characterization of the learning processes involved and the underlying learning difficulties.
Geo-schools: The educative project of the Villuercas Ibores Jara Geopark
José María Barrera Martin-Merás1, José María Corrales Vázquez2
1. Direcção Autónoma de Desenvolvimento Local da Província de Cáceres. Coordenador Geral do Geoparque Villuercas-Ibores-Jara. 2. Geoparque Villuercas-Ibores-Jara.
Abstract: Geo-schools is an educational intervention project involving all the centres in the territory that aims to improve environmental education in a framework of sustainability. The geo-schools project is a joint initiative of the Regional Ministry of Education (Extremadura Region), the Local Development Department of Cáceres County Council and
Topic: Students’ interest on geosciences
Knowledge, Attitudes, Beliefs and Risk Perception about Landslides among Portuguese Students
Work on ice age remnants in Portugal Mainland: scientific and historic value, for a geoconservation didactics
Escola Secundária Alcaides de Faria- Barcelos, email@example.com
Abstract: This post-doctoral work focuses on the didactic for geoconservation for sites that have generated some scientific controversy in Portugal in the nineteenth and twentieth centuries. That is, we intend to work on the ice age, emphasizing the scientific controversy occurred in those centuries in Portugal, on the remnants of the last ice age at Gerês and Estrela mountains in order to build and implement innovative teaching strategies, that we intend to be promoters of an awareness of the need for geoconservation and sustainable management of natural resources, namely, the geological ones.
Knowledge, Attitudes, Beliefs and Risk Perception about Landslides among Portuguese Students
Nóbrega, C.1, Monteiro, A.2,3, Abrantes, I.2, Gomes, C.3
1. Center for Neurosciences & Cell Biology, University of Coimbra, 3004- 517 Coimbra, Portugal. 2. Life Science Department, Faculty of Sciences and Technology, University of Coimbra, 3001-401 Coimbra, Portugal. 3. Earth Science Department, Faculty of Sciences and Technology, University of Coimbra, 3000-272 Coimbra, Portugal. firstname.lastname@example.org
Abstract: Education in the field of natural hazards is increasing the capacities of the public to address natural disasters. Thus, it seems important to assess what particular groups of the population know about natural hazards and what is the level of awareness to a particular hazard. The goal of this study was to evaluate the levels of knowledge, attitudes, beliefs and risk perception about landslides of different educational levels from central region of Portugal. With that purpose we implemented a questionnaire about knowledge, attitudes, beliefs and risk perception about landslides in Portuguese students of different educational levels. Overall, we found that students have a good knowledge about landslides and their causes. However, this good knowledge is not translated in a high-risk perception. Moreover, we detected differences in knowledge and perceptions among students regarding their academic level. University students consistently answered more correctly than basic or high school students. This study was very important as it represents a first picture of Portuguese students knowledge and perception about landslides. This study can be the basis for following projects involving the academic environment.
The Geophysical Institute of the University of Coimbra as pedagogical resource in Education in Geosciences
Reis, P. A.
Escola Secundária Infanta D. Maria, R. Infanta D. Maria; 3030-330 Coimbra, email@example.com
Abstract: The present investigation refers to the design, implementation and evaluation of an educational intervention involving students of Biology and Geology of the 10th year of the Secondary School of Infanta D. Maria (Coimbra), focused on the curricular topic “Structure and Dynamics of the Geosphere - Seismology”. The main goal of the intervention was that the students, by developing practical activities centered upon a field trip to the Geophysical Institute of the University of Coimbra located close to their school, would learn to recognize the seismic instruments and alert them to seismic risk in their city.
Topic: Geosciences’ School Lexicon
Portuguese Students’ Misconceptions about Mineral Concept
Monteiro, A.1, Nóbrega, C.1, Abrantes, I.2, Gomes, C.3
1. Earth Science Department, Faculty of Sciences and Technology, Univsity of Coimbra, 3000-272 Coimbra, Portugal; 2. IMAR-CMA, Life Sciences Department, Faculty of Sciences and Technology, University of Coimbra, 3004-517 Coimbra, Portugal; 3. CGUC, Earth Science Department, Faculty of Sciences and Technology, University of Coimbra, 3000-272 Coimbra, Portugal. firstname.lastname@example.org.
Abstract: It is already well known by educational researchers and teachers that misconceptions - erroneous ideas that differ from the scientifically accepted ones – are very common among students. Daily experiences, imaginative and perceptive thinking, and science textbooks provide misconceptions to students that lead them to draw erroneous conclusions that become strongly attached to their views and could affect posterior learning. The main scope of this study was to understand what students consider as being a mineral and why. Therefore, the goals were: (1) to identify 11thgrade students’ misconceptions about mineral concept; (2) to understand which variables (gender, parents’ education level and attitude to science) influenced students’ conceptions; and (3) to provide teaching tools for misconceptions’ prevention. In order to achieve these goals, a diagnostic instrument was developed for implementation in eighty nine 12thgrade students from 5 schools located in Portugal central region. Data analysis concluded that students had serious difficulties on the understanding of the mineral concept, easily forming misconceptions about it. The variables gender and parents’ education level proved to influence certain students’ conceptions. This study may provide a valuable basis for reflection on teaching and learning strategies, especially on this particular theme. (Poster)
M. Cachão: Rocha Amiga Pedagogical Kits (Geology Department, Lisbon University)
G. Fermeli: Interest research-What students would like to know about geosciences (Athens University/GEOschools Project)
Science4you: Scientific Toys and Experimental Activities
Ciência Viva Forest Center: Forest Living Science Center and Geosciences
Ciência Viva Lousal Center: Lousal Science Center: Mine of Science in Naturtejo Geopark
National Natural History Museum: Non-formal education in National Natural History Museum : the method as a contribute for Geolitherac