The Position and Importance of Geology Education in the Schools

Year 2023, , 158 - 170, 15.07.2023

Burak Can Korkmaz , Mustafa Gökhan Altınsoy

https://doi.org/10.29250/sead.1308354

Abstract

Many countries are currently focusing on obtaining financial income through the use of underground resources and promoting awareness of natural hazards. However, geology education, including these issues, is often limited to superficial coverage under geography courses in countries like Greece, China, Indonesia, and Slovenia. In contrast, some countries like Portugal struggles to engage students in their secondary school geology curriculum. While some consider that geology education is too complex for primary and secondary school students, there is evidence that new technologies, such as VR and gaming, can facilitate geology education. This review article aims to clarify the importance of geology education in schools, discussing its scope and the different approaches taken in various countries. A literature review was conducted in this study. It is obvious that geology education should be included in the school curriculum for all countries to raise awareness among primary and secondary students. Most importantly, geology education is essential for countries rich in underground resources and at risk for geological events such as earthquakes.

Keywords

Geology, Education, School, School curriculum, Primary school, Secondary school

References

• Abas, N., Kalair, A., & Khan, N. (2015). Review of fossil fuels and future energy technologies. Futures, 69, 31-49. https://doi.org/10.1016/j.futures.2015.03.003
• Arlikatti, S., HuANg, S. K., Yu, C. H., & Hua, C. (2019). ‘Drop, cover and hold on’or ‘Triangle of life’attributes of information sources influencing earthquake protective actions. International Journal of Safety and Security Engineering, 9(3), 213-224. https://doi.org/10.2495/SAFE-V9-N3-213-224
• Bedjanič, M., Andolšek, N. M., Rman, N., Novak, M., Šušmelj, K., & Rožič, P. Ž. (2018). Systematic overview of geological learning objectives and textbook contents for primary schools and gymnasiums. Geologija, 61(2), 239-252. https://doi.org/10.5474/geologija.2018.017
• Buldur, S., Bursal, M., Erik, N. Y., & Yucel, E. (2020). The impact of an outdoor education project on middle school students’ perceptions and awareness of the renewable energy. Renewable and Sustainable Energy Reviews, 134, 110364. https://doi.org/10.1016/j.rser.2020.110364
• Brooke, J., & Edgington, A. (2020). The wheels on the GeoBus. Nature Reviews Earth & Environment, 1(2), 89-89. https://doi.org/10.1038/s43017-019-0018-1
• Chiarella, D., & Vurro, G. (2020). Fieldwork and disability: An overview for an inclusive experience. Geological Magazine, 157(11), 1933-1938. https://doi.org/10.1017/S0016756820000928
• Cho, Y., & Clary, R. M. (2020). Challenges and opportunities for virtual learning in college geology. Active Learning in College Science: The Case for Evidence-Based Practice, 713-728. https://doi.org/10.1007/978-3-030-33600-4_44
• Covert, T., Greenstone, M., & Knittel, C. R. (2016). Will we ever stop using fossil fuels?. Journal of Economic Perspectives, 30(1), 117-138. https://doi.org/10.1257/jep.30.1.117
• DesRoches, R., Comerio, M., Eberhard, M., Mooney, W., & Rix, G. J. (2011). Overview of the 2010 Haiti earthquake. Earthquake spectra, 27(1_suppl1), 1-21. https://doi.org/10.1193/1.3630129
• El-Deghaidy, H., & Mansour, N. (2015). Science teachers’ perceptions of STEM education: Possibilities and challenges. International Journal of Learning and Teaching, 1(1), 51-54.
• Elias, S., & Alderton, D. (2020). Volume 1, History of Geology, Şengör A.M.C., Pages 1-36. Encyclopedia of Geology. AcademicPress.
• Fonseca, R. P. (2023). The impacts of animal farming: a critical review of secondary and high school textbooks. Cultural Studies of Science Education, 1-24. https://doi.org/10.1007/s11422-022-10145-0
• Garside, M. (2022). Mining industry worldwide - statistics & facts. Statista. https://www.statista.com/topics/1143/mining/#topicOverview
• Gogoi, K., Deshmukh, B., & Mishra, M. (2016). Challenges and opportunities in geoscience education in open and distance learning: Indian scenario. Learning Community-An International Journal of Educational and Social Development, 7(2), 117-126. https://doi.org/10.5958/2231-458X.2016.00012.9
• Gong, Q., Duan, Y., & Guo, F. (2021). Disaster risk reduction education in school geography curriculum: Review and outlook from a perspective of China. Sustainability, 13(7), 3963. https://doi.org/10.3390/su13073963
• Helm, D. (2016). The future of fossil fuels—is it the end?. Oxford Review of Economic Policy, 32(2), 191-205. https://doi.org/10.1093/oxrep/grw015
• Hussain, E., Kalaycıoğlu, S., Milliner, C. W., & Çakir, Z. (2023). Preconditioning the 2023 Kahramanmaraş (Türkiye) earthquake disaster. Nature Reviews Earth & Environment, 1-3. https://doi.org/10.1038/s43017-023-00411-2
• Jolley, A., Kennedy, B. M., Brogt, E., Hampton, S. J., & Fraser, L. (2018). Are we there yet? Sense of place and the student experience on roadside and situated geology field trips. Geosphere, 14(2), 651-667. https://doi.org/10.1130/GES01484.1
• Lang, N. P., & Persico, L. P. (2019). Challenges and approaches for creating inclusive field courses for students with an autism spectrum disorder. Journal of Geoscience Education, 67(4), 345-350. https://doi.org/10.1080/10899995.2019.1625996
• Maryanti, R., Nandiyanto, A. B. D., Hufad, A., & Sunardi, S. (2021). Science education for students with special needs in Indonesia: From definition, systematic review, education system, to curriculum. Indonesian Journal of Community and Special Needs Education, 1(1), 1-8. http://dx.doi.org/10.17509/xxxx.vxix
• Moriarty, P., & Honnery, D. (2019). Global renewable energy resources and use in 2050. In Managing global warming (pp. 221-235). Academic Press. https://doi.org/10.1016/B978-0-12-814104-5.00006-5
• Mosios, S., Georgousis, E., & Drinia, H. (2023). The Status of Geoethical Thinking in the Educational System of Greece: An Overview. Geosciences, 13(2), 37. https://doi.org/10.3390/geosciences13020037
• Ogunniyi, M. B., & Rollnick, M. (2015). Pre-service science teacher education in Africa: Prospects and challenges. Journal of Science Teacher Education, 26(1), 65-79. https://doi.org/10.1007/s10972-014-9415-y
• Papanastasiou, G. P., Drigas, A. S., & Skianis, C. (2017). Serious games in preschool and primary education: Benefits and impacts on curriculum course syllabus. International Journal of Emerging Technologies in Learning, 12(1). https://doi.org/10.3991/ijet.v12i01.6065
• Pražáková, M., & Pavlasová, L. (2017). Non-formal children and youth education focused on geoscience content in the Czech Republic. Pedagogická orientace, 27(4), 599-619. https://doi.org/10.5817/PedOr2017-4-599
• Referowska-Chodak, E. (2020). Geocaching in education–a review of international experiences Part 2. Recipient, location and subject matter of education. Forest Research Papers, 81(2), 81-90. https://depot.ceon.pl/handle/123456789/19430
• Reichl C., Schatz M., Zsak G. (2017). World mining data. Volume 32. Minerals Production.
• Reis, J., Póvoas, L., Barriga, F. J. A. S., Lopes, C., Santos, V. F., Ribeiro, B., ... & Pinto, A. (2014). Science education in a museum: enhancing earth sciences literacy as a way to enhance public awareness of geological heritage. Geoheritage, 6, 217-223. https://doi.org/10.1007/s12371-014-0105-0
• Ruban, D. A., & Ermolaev, V. A. (2020). Unique geology and climbing: a literature review. Geosciences, 10(7), 259. https://doi.org/10.3390/geosciences10070259
• Satake, K. (2014). Advances in earthquake and tsunami sciences and disaster risk reduction since the 2004 Indian ocean tsunami. Geoscience Letters, 1(1), 1-13. https://doi.org/10.1186/s40562-014-0015-7
• Twidell, J. (2021). Renewable energy resources. Routledge.
• USGS. (2016). Why are we having so many earthquakes? has naturally occurring earthquake activity been increasing? does this mean a big one is going to hit? or we haven’t had any earthquakes in a long time; does this mean that the pressure is building up for a big one? U.S. Geological Survey. https://www.usgs.gov/faqs/why-are-we-having-so-many-earthquakes-has-naturally-occurring-earthquake-activity-been#:~:text=The%20National%20Earthquake%20Information%20Center,or%20approximately%2055%20per%20day.
• Vallejo, J. R., Calaco, A., & Costillo, E. (2019). Methodological strategy in a seminar on “Knowledge of the environment”: A bibliographic review conducted by primary teacher training students from a model based on an educational experiment. INTED2019 Proceedings, 6251-6258. https://doi.org/10.21125/inted.2019.1521
• Van der Hoeven Kraft, K. J. (2017). Developing student interest: An overview of the research and implications for geoscience education research and teaching practice. Journal of Geoscience Education, 65(4), 594-603. https://doi.org/10.5408/16-215.1
• World Bank (2023). Global Rapid Post-Disaster Damage Estimation (GRADE) Report February 6, 2023 Kahramanmaraş Earthquakes. Türkiye Report https://documents1.worldbank.org/curated/en/099022723021250141/pdf/P1788430aeb62f08009b2302bd4074030fb.pdf
• Zafeiropoulos, G., Drinia, H., Antonarakou, A., & Zouros, N. (2021). From geoheritage to geoeducation, geoethics and geotourism: A critical evaluation of the Greek region. Geosciences, 11(9), 381. https://doi.org/10.3390/geosciences11090381