Perception and understanding of geoscience in Ireland by non-geoscientists have not been studied in depth, and an improvement in understanding how geoscience is perceived and engaged with will have significant impact ...Perception and understanding of geoscience in Ireland by non-geoscientists have not been studied in depth, and an improvement in understanding how geoscience is perceived and engaged with will have significant impact on Ireland’s ability to meet a range of challenges, including hotly debated geoscience issues such as fossil fuel dependency, raw mineral management, water security, and shale gas extraction (particularly fracking). Geoscience plays an important role in society, and the understanding of geoscience of an average Irish person will be based on formal education (at primary and secondary level) and informal education through public outreach and news media. Geoscience is expanding in formal education and informal education is increasingly delivered online. Geoscience education in Ireland has not been studied in detail, and a better understanding of the state of geoscience education could improve connections between geoscientists and non-geoscientists. This paper discusses the scope of potential research into geoscience education in Ireland that could and should be undertaken in order to best understand and describe the state of geoscience education, and geoscience in society. Mixed-method research should be undertaken to study geoscience education at multiple levels and targeting multiple publics. This research into the state of geoscience education in Ireland would be valuable, to geoscientists and educators.展开更多
This article provides an overview of the developmental trajectory and enduring impact of the Commission on Geoscience Education(COGE)under the auspices of the International Union of Geological Sciences(IUGS)from its i...This article provides an overview of the developmental trajectory and enduring impact of the Commission on Geoscience Education(COGE)under the auspices of the International Union of Geological Sciences(IUGS)from its inception in 1961 to 2024,including its formal establishment in 2004.Originally established as the Commission on Geoscience Education,Training,and Technology Transfer(COGEOTT)in 1990,COGE's evolution is explored against the backdrop of expanding global needs in geoscience education.achievements,COGE faces new and persistent challenges,such as resource constraints and adapting to diverse educational systems.展开更多
The African continent is a geological paradise for its geodiversity and richness of natural resources.Geoscience education is essential as it provides opportunities for social/cultural,academic,scientific and professi...The African continent is a geological paradise for its geodiversity and richness of natural resources.Geoscience education is essential as it provides opportunities for social/cultural,academic,scientific and professional growth and development.Despite several initiatives that have been started recently on this subject,they have not yielded concrete actions,due to the complexity of the African scenario,and also to the lack of clear and tailor-made geoscientific guidelines.This article summarizes the main recommendations and declarations,which currently exist and have been adopted since 2006,involving partnership and capacity building on geoeducation.The article highlights the launching of a new mid to long term,IUGS-based project named GEO-ERA:GEOscience Education Roadmap for Africa.Here we make a call upon all interested African and international institutions,organizations,societies and associations to collaborate and assist and be a part of the development and construction of the GEO-ERA,as well as in the execution of the geoeducational activites.展开更多
An international survey of school-level geoscience education acquired data from 32 countries across the globe.Whilst the data is likely to be biased towards those countries which have geoscience educators active enoug...An international survey of school-level geoscience education acquired data from 32 countries across the globe.Whilst the data is likely to be biased towards those countries which have geoscience educators active enough to respond to the questionnaire survey,the data nevertheless shows that geoscience is taught in a wide variety of contexts across the world,linked to science,geography or both.The majority of children in the countries surveyed had compulsory geoscience education in their curricula,had national standards in geoscience education,and covered a reasonable level of geoscience terminology in their studies.展开更多
Exploring Geoscience Across the Globe by Chris King is a recently published online textbook that can be freely downloaded from the IGEO website at:http://www.igeoscied.org/teaching-resources/geoscience-text-books/.The...Exploring Geoscience Across the Globe by Chris King is a recently published online textbook that can be freely downloaded from the IGEO website at:http://www.igeoscied.org/teaching-resources/geoscience-text-books/.The textbook,published with the approval of the International Union of Geological Sciences(IUGS)and the European Geosciences Union(EGU),is focussed on the International Geoscience Syllabus which covers all that an able sixteen-year-old student should know and understand about Earth science on leaving school.展开更多
Since 1959 when the first International Math Olympiad for school students was held,other scientific Olympiads have developed,last but not least,the International Earth Science Olympiad-(IESO)in 2007.This article summa...Since 1959 when the first International Math Olympiad for school students was held,other scientific Olympiads have developed,last but not least,the International Earth Science Olympiad-(IESO)in 2007.This article summarizes the organisation of this event that to date has involved 39 countries and aims to involve more in the future.IESO is a competition for school students where the best students from all over the world test their knowledge and abilities in the subject.It is an amazing opportunity for brilliant students,with an interest in Earth science to get to know each other,share their passion and grow an international network.It highlights the importance of increasing the range of countries that participate in this competition and the role national selection processes can play to focus the attention of National Ministries of Education to give the appropriate time and space for Earth science in the school curricula.This in turn can lead to more school students continuing with post-school studies in the Earth sciences and take up careers in this field,following their passion for Earth science and thus contributing to their countries growth.展开更多
The COVID-19 pandemic has irrevocably transformed the landscape of education across the globe.As we emerge from this unprecedented period,the field of geoscience education stands at a critical junction.Whether scienti...The COVID-19 pandemic has irrevocably transformed the landscape of education across the globe.As we emerge from this unprecedented period,the field of geoscience education stands at a critical junction.Whether scientifically sound or not,the overwhelming availability of information and the expectation of immediate access to such information by the new generations pose additional challenges for education in any discipline.Therefore,the necessity to adapt and innovate in teaching methodologies has never been more pressing.This special issue of Episodes,titled"International Geoscience Education Strategies:Innovations,Collaborations,and Future Directions,"is a snapshot of the current state and future trajectory of geoscience education as of December 2024.展开更多
Geoscience education is crucial globally,yet its delivery in Malaysian schools remains inadequate despite increasing demand for geological services.This study examines perceptions of 157 newly enrolled students in geo...Geoscience education is crucial globally,yet its delivery in Malaysian schools remains inadequate despite increasing demand for geological services.This study examines perceptions of 157 newly enrolled students in geoscience,geology,and other science-based programs regarding the challenges in bridging the geoscience education gap from primary to pre-university levels in Malaysia.Findings indicate a moderately significant improvement in students'geoscience knowledge,with moderate perspectives on geoscience education before and after entering university.展开更多
This paper reviewed the level of Geoscience education in Ghana and offers recommendations for improvement.The review showed that Geoscience education in Ghana is inadequate and Geoscience literacy and awareness in the...This paper reviewed the level of Geoscience education in Ghana and offers recommendations for improvement.The review showed that Geoscience education in Ghana is inadequate and Geoscience literacy and awareness in the public are weak.Currently,the level of Geoscience content in the formal educational curricula of Basic and Senior High schools as well as colleges of education in Ghana is very low.In addition,out of 129 universities in Ghana,only seven offer Geoscience or Geoscience-related programs.To improve the level of formal Geoscience education we recommend the following:(1)introduce geoscience degree programs in colleges of education,(2)introduce Geoscience as a subject in the Senior High School curriculum,(3)improve the Geoscience content in the Basic School curriculum,(4)Encourage more universities to offer degree programs in Geoscience.To train the next generation of Geoscientists,we recommend improvements in Geoscience degree programs in terms of(1)the curriculum,content,proficiencies,and skills,(2)the use of pedagogy and technology,and(3)the preparation of teachers to build capacity in science and core geology.To help increase Geoscience awareness and literacy in Ghana,the Geoscience workforce should team up with relevant stakeholders to promote Geoscience outreach in Ghana.展开更多
General The International Geoscience Education Organisation organised three Teacher Training Workshops in Goa,Mangaluuru and Bengaluuru during July 2–5,July 7–10 and July 12–15,2015 jointly with the National Centre...General The International Geoscience Education Organisation organised three Teacher Training Workshops in Goa,Mangaluuru and Bengaluuru during July 2–5,July 7–10 and July 12–15,2015 jointly with the National Centre for Antarctic and Ocean Research,St.Aloysius College(Autonomous)and the Karnataka State Council for Science and Technology,which were attended by 17,48 and 63 high school teachers respectively.These were organised as a pilot project to test the impact of such an approach in an Indian setting.展开更多
The principal objectives of IESO,the flag-ship activity of the International Geoscience Education Organisation(IGEO;www.geoscied.org),are to raise higher secondary school students’interest in earth science,to enhance...The principal objectives of IESO,the flag-ship activity of the International Geoscience Education Organisation(IGEO;www.geoscied.org),are to raise higher secondary school students’interest in earth science,to enhance earth science learning of students,to improve teaching of earth science in schools,to forge friendship among young learners from different countries and to promote international cooperation in exchanging ideas and materials about earth science and earth science education.展开更多
文摘Perception and understanding of geoscience in Ireland by non-geoscientists have not been studied in depth, and an improvement in understanding how geoscience is perceived and engaged with will have significant impact on Ireland’s ability to meet a range of challenges, including hotly debated geoscience issues such as fossil fuel dependency, raw mineral management, water security, and shale gas extraction (particularly fracking). Geoscience plays an important role in society, and the understanding of geoscience of an average Irish person will be based on formal education (at primary and secondary level) and informal education through public outreach and news media. Geoscience is expanding in formal education and informal education is increasingly delivered online. Geoscience education in Ireland has not been studied in detail, and a better understanding of the state of geoscience education could improve connections between geoscientists and non-geoscientists. This paper discusses the scope of potential research into geoscience education in Ireland that could and should be undertaken in order to best understand and describe the state of geoscience education, and geoscience in society. Mixed-method research should be undertaken to study geoscience education at multiple levels and targeting multiple publics. This research into the state of geoscience education in Ireland would be valuable, to geoscientists and educators.
文摘This article provides an overview of the developmental trajectory and enduring impact of the Commission on Geoscience Education(COGE)under the auspices of the International Union of Geological Sciences(IUGS)from its inception in 1961 to 2024,including its formal establishment in 2004.Originally established as the Commission on Geoscience Education,Training,and Technology Transfer(COGEOTT)in 1990,COGE's evolution is explored against the backdrop of expanding global needs in geoscience education.achievements,COGE faces new and persistent challenges,such as resource constraints and adapting to diverse educational systems.
基金supported by the International Union of Geological Sciences.Special thanks to Profs.Chris King and R.Shankar for providing very useful comments,which greatly improved the original manuscript.
文摘The African continent is a geological paradise for its geodiversity and richness of natural resources.Geoscience education is essential as it provides opportunities for social/cultural,academic,scientific and professional growth and development.Despite several initiatives that have been started recently on this subject,they have not yielded concrete actions,due to the complexity of the African scenario,and also to the lack of clear and tailor-made geoscientific guidelines.This article summarizes the main recommendations and declarations,which currently exist and have been adopted since 2006,involving partnership and capacity building on geoeducation.The article highlights the launching of a new mid to long term,IUGS-based project named GEO-ERA:GEOscience Education Roadmap for Africa.Here we make a call upon all interested African and international institutions,organizations,societies and associations to collaborate and assist and be a part of the development and construction of the GEO-ERA,as well as in the execution of the geoeducational activites.
文摘An international survey of school-level geoscience education acquired data from 32 countries across the globe.Whilst the data is likely to be biased towards those countries which have geoscience educators active enough to respond to the questionnaire survey,the data nevertheless shows that geoscience is taught in a wide variety of contexts across the world,linked to science,geography or both.The majority of children in the countries surveyed had compulsory geoscience education in their curricula,had national standards in geoscience education,and covered a reasonable level of geoscience terminology in their studies.
文摘Exploring Geoscience Across the Globe by Chris King is a recently published online textbook that can be freely downloaded from the IGEO website at:http://www.igeoscied.org/teaching-resources/geoscience-text-books/.The textbook,published with the approval of the International Union of Geological Sciences(IUGS)and the European Geosciences Union(EGU),is focussed on the International Geoscience Syllabus which covers all that an able sixteen-year-old student should know and understand about Earth science on leaving school.
文摘Since 1959 when the first International Math Olympiad for school students was held,other scientific Olympiads have developed,last but not least,the International Earth Science Olympiad-(IESO)in 2007.This article summarizes the organisation of this event that to date has involved 39 countries and aims to involve more in the future.IESO is a competition for school students where the best students from all over the world test their knowledge and abilities in the subject.It is an amazing opportunity for brilliant students,with an interest in Earth science to get to know each other,share their passion and grow an international network.It highlights the importance of increasing the range of countries that participate in this competition and the role national selection processes can play to focus the attention of National Ministries of Education to give the appropriate time and space for Earth science in the school curricula.This in turn can lead to more school students continuing with post-school studies in the Earth sciences and take up careers in this field,following their passion for Earth science and thus contributing to their countries growth.
文摘The COVID-19 pandemic has irrevocably transformed the landscape of education across the globe.As we emerge from this unprecedented period,the field of geoscience education stands at a critical junction.Whether scientifically sound or not,the overwhelming availability of information and the expectation of immediate access to such information by the new generations pose additional challenges for education in any discipline.Therefore,the necessity to adapt and innovate in teaching methodologies has never been more pressing.This special issue of Episodes,titled"International Geoscience Education Strategies:Innovations,Collaborations,and Future Directions,"is a snapshot of the current state and future trajectory of geoscience education as of December 2024.
文摘Geoscience education is crucial globally,yet its delivery in Malaysian schools remains inadequate despite increasing demand for geological services.This study examines perceptions of 157 newly enrolled students in geoscience,geology,and other science-based programs regarding the challenges in bridging the geoscience education gap from primary to pre-university levels in Malaysia.Findings indicate a moderately significant improvement in students'geoscience knowledge,with moderate perspectives on geoscience education before and after entering university.
文摘This paper reviewed the level of Geoscience education in Ghana and offers recommendations for improvement.The review showed that Geoscience education in Ghana is inadequate and Geoscience literacy and awareness in the public are weak.Currently,the level of Geoscience content in the formal educational curricula of Basic and Senior High schools as well as colleges of education in Ghana is very low.In addition,out of 129 universities in Ghana,only seven offer Geoscience or Geoscience-related programs.To improve the level of formal Geoscience education we recommend the following:(1)introduce geoscience degree programs in colleges of education,(2)introduce Geoscience as a subject in the Senior High School curriculum,(3)improve the Geoscience content in the Basic School curriculum,(4)Encourage more universities to offer degree programs in Geoscience.To train the next generation of Geoscientists,we recommend improvements in Geoscience degree programs in terms of(1)the curriculum,content,proficiencies,and skills,(2)the use of pedagogy and technology,and(3)the preparation of teachers to build capacity in science and core geology.To help increase Geoscience awareness and literacy in Ghana,the Geoscience workforce should team up with relevant stakeholders to promote Geoscience outreach in Ghana.
文摘General The International Geoscience Education Organisation organised three Teacher Training Workshops in Goa,Mangaluuru and Bengaluuru during July 2–5,July 7–10 and July 12–15,2015 jointly with the National Centre for Antarctic and Ocean Research,St.Aloysius College(Autonomous)and the Karnataka State Council for Science and Technology,which were attended by 17,48 and 63 high school teachers respectively.These were organised as a pilot project to test the impact of such an approach in an Indian setting.
文摘The principal objectives of IESO,the flag-ship activity of the International Geoscience Education Organisation(IGEO;www.geoscied.org),are to raise higher secondary school students’interest in earth science,to enhance earth science learning of students,to improve teaching of earth science in schools,to forge friendship among young learners from different countries and to promote international cooperation in exchanging ideas and materials about earth science and earth science education.
