Assessing the Educational Potential of Geosites: Introducing a Method Using Inquiry-Based Learning
Abstract
:1. Introduction
2. Materials and Methods
Description of the Experiment
3. Results
4. Discussion
5. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Category | An Example of a Target Group |
---|---|
1 | Kindergarten children |
2 | Primary school children |
3 | Secondary school children, ordinary tourist |
4 | High school student, a layperson with a mild interest in geology (ordinary geotourist) |
5 | University student (relevant field), a layperson with a deeper interest in geology (member of a natural science association, reader of popular geological literature, etc.) |
6 | Professional |
Main topic | Geological Evolution of the Surrounding Landscape |
---|---|
Place | Velký Jelení vrch, the northern part of the Ralsko National Geopark, the northern edge of the Bohemian Cretaceous Basin. |
Target group | Category 5 and lower. |
Excursion design | The starting point is the village of Hamr na Jezeře, from where the 12 km long circuit starts. During the first eight kilometers, participants will encounter the three main types of rocks in the area and see the specific relief shapes they create. However, the guide does not explain their genesis. An inquiry-based activity follows. In the last third of the journey, the knowledge gained during the inquiry-based activity is repeated so that even individuals who could not successfully complete it can understand its message. |
Inquiry-based activity setting | We are located on a viewpoint from where there is a nice view of the surrounding hills. Try to create a simple panoramic sketch in which you name these hills and write down what kind of rocks they are made of. A geological map will help you with this. Next, try to find out in which order these rocks were formed and how they affect the shape of the hills they form. Finally, try to create a short (5–7 sentences) “story of the evolution of the surrounding landscape”, in which you simply explain how what we see was created. You can use the internet on your mobile for this. |
Necessary tools for inquiry-based activity | A section of the geological map of the area with a good topographic background. |
Assessing the success of an inquiry-based activity | The participant should be able to identify some examples of hills made up of all three main rock types found in the area. Furthermore, he should be able to define how their shapes differ, in what order they were created, and during which processes. If he gives these data correctly or almost correctly (with some small errors), the result of his activity is evaluated as successful. |
Short final test setting | A text of 10 sentences in length, in which some terms or parts of the explanation are omitted, which the participants have to complete. In total, participants have to complete 11 words or parts of sentences. The test takes about 5 min to complete, and participants are not allowed to cooperate. |
Assessing the success of a short final test | If the test is completed correctly or with one error, the result is considered successful. |
Category | Number of Participants/Groups | The Inquiry-Based Activity Success Rate | The Final Test Success Rate |
---|---|---|---|
5 | 42/21 | 90.47% | 95.23% |
44/22 | 86.36% | 90.90% | |
4 | 28/14 | 78.57% | 85.71% |
26/13 | 69.23% | 84.61% | |
37/13 | 84.61% | 76.92% | |
3 | 28/14 | 42.86% | 57.14% |
24/8 | 50.00% | 62.50% |
Suitability for Categories | The Nature of the Educational Program | Suitable Geosite |
---|---|---|
1 + 2 | Primarily playful form, very simple message. | Near the starting point, scientific value is not important. |
2 | A slightly professional program for children interested in nature. | A place where you can do some interesting activities (collecting minerals and fossils, panning, rock climbing, etc.). |
3 | The program is closely related to the curriculum currently being discussed at secondary school. | An attractive geosite, the focus of the program is often narrowly defined, so the potential of the geosite cannot always be used sufficiently. |
3 + 4 + 5 | A classic excursion for the general public, for whom no greater knowledge is assumed. | An attractive geosite where an interesting story can be presented. |
4 + 5 | An excursion aimed at a motivated geotourist or a student of a specialized school. | Geosite with a balanced ratio of attractiveness and professional interest. The main message of the excursion is more difficult to understand. |
5 (6) | A visit to a site of professional interest. | A geosite of high scientific value. |
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Drápela, E. Assessing the Educational Potential of Geosites: Introducing a Method Using Inquiry-Based Learning. Resources 2022, 11, 101. https://doi.org/10.3390/resources11110101
Drápela E. Assessing the Educational Potential of Geosites: Introducing a Method Using Inquiry-Based Learning. Resources. 2022; 11(11):101. https://doi.org/10.3390/resources11110101
Chicago/Turabian StyleDrápela, Emil. 2022. "Assessing the Educational Potential of Geosites: Introducing a Method Using Inquiry-Based Learning" Resources 11, no. 11: 101. https://doi.org/10.3390/resources11110101