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Title: A survey to analyze the learning of geology in the Compulsory Secondary Education system of Catalonia (Spain)
Author: Roca Pascual, Núria
Garcia Vallès, Maite
Alfonso Abella, María Pura
Calafat Frau, Antoni
Bover-Arnal, Telm
Calvet Pallàs, Maria Teresa
Playà i Pous, Elisabet
Guinau Sellés, Marta
Delclòs Martínez, Xavier
Ríos Alcolea, Martín
Keywords: Geologia
Ensenyament secundari
Ensenyament de les ciències naturals
Secondary education
Natural history education
Issue Date: 1-Nov-2021
Abstract: The training received during primary and secondary education is crucial for the development of our behavior in adulthood. For this reason, at this early stage, it is important to know our environment and its dynamics to appreciate it. The Spanish Secondary Compulsory Education (SCE) comprises four academic years and is taken by students aged 12-16. The learning of geosciences during this level takes place only in the first, third and fourth year. Biology and geology are part of the same subject, being mandatory in the first and third year and optional in the last year. The students lose their interest in science as they advance from primary to secondary education and cease to see it as a viable option for their future (Zamalloa and Sanz, 2020). Several authors have also detected this lack of interest in science of young people (Ali et al., 2013; Christidou, 2011). This disinterest is manifested in expressions such as "Science does not provide food", "You have to study hard" or "Science is boring". To avoid this lack of motivation, educational models should be reoriented towards an educational system in which students are at the center of their learning and not simply focused on the systematic acquisition of memorized concepts to pass an exam. The discipline of Earth Sciences, or Geosciences, face a more difficult challenge than many other sciences given that students do not learn geology during early stages of their academic life (Adetunji et al., 2012). In many places such as the USA (Lewis, 2008), Australia (Dawborn-Gundlach et al., 2017), some countries of northern Europe (King, 2013), Argentina and other Latin American countries (Lacreu 2017; UNESCO, 2019) and Spain (Pedrinaci, 2012) geoscience subjects are underrepresented and frequently in the optional subjects, it is selected by students who are unmotivated. Given this context, the present study investigates the structure of geoscience education in the frame of the SCE system from Catalonia and the degree of geological knowledge acquired by the students.
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It is part of: Academia Letters, 2021, num. 4146, p. 1-7
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Appears in Collections:Articles publicats en revistes (Mineralogia, Petrologia i Geologia Aplicada)

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