Sylke Hlawatsch, Gabriele Obermaier, Ulrike Martin (Hg...

Schriftenreihe derDeutschen Gesellschaft für Geowissenschaften

Heft 48Series of

the German Society of Geosciences

Volume 48

Sylke Hlawatsch, Gabriele Obermaier, Ulrike Martin (Hg.):

Geoscience Education:Understanding System Earth

GeoSciEdV5th International Meeting on Behalf of the

International Geoscience Education Organisation(IGEO)

Bayreuth, 18th – 21th September 2006

2 GeoSciEdV Bayreuth 2006

Titelbild: German kindergarten children discover the nature of sandstone using activities developed bythe Earth Science Education Unit at Yale University, UK. (Foto: Hlawatsch)

Die Deutsche Bibliothek - CIP-EinheitsaufnahmeBibliografische Information Der Deutschen BibliothekDie Deutsche Bibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie;detaillierte bibliografische Daten sind im Internet über <http://dnb.ddb.de>; abrufbar.

(Schriftenreihe der Deutschen Gesellschaft für Geowissenschaften, Heft 48)ISBN 3-932537-44-0

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© Deutsche Gesellschaft für Geowissenschaften, Hannover 2006Layout: DesignRing Designmanagement GmbH, HalleDruck: Mecke Druck und Verlag, DuderstadtISSN 1860-1782ISBN 3-932537-44-0

GeoSciEdV Bayreuth 2006 3

Content

Welcome notes ...........................................................................................................................................11

Organizing committee .............................................................................................................................. 17

Keynote speakers ...................................................................................................................................... 19

Geosciences and outreach: Examples from the program “City of Science 2005 Bremen / BremerhavenGEROLD WEFER ............................................................................................................................................ 20

A geoscientific approach to the PISA 2006 framework of scientific literacySILKE RÖNNEBECK ......................................................................................................................................... 21

Earth systems education in Germany: Project “System Earth”SYLKE HLAWATSCH & HORST BAYRHUBER ..................................................................................................... 22

A vision for geoscience education in the 21st centuryIAN CLARK ................................................................................................................................................... 23

From a scientific drilling project to a geoscience education centre: the KTB drilling site, Bavaria,GermanyHELGA DE WALL ........................................................................................................................................... 25

Public understanding of Earth science (e.g. geoparks, museums, demonstrational andeducational laboratories)CHAIR: GARY LEWIS & ULRIKE MARTIN ......................................................................................................... 27

Marine sciences in schools: Networking researchers, teachers and studentsAVAN N. ANTIA & REIMERT NEUHAUS ........................................................................................................... 28

Student labs as out-of-school settings promoting interest – efficacy and determining factorsINGRID GLOWINSKI ........................................................................................................................................ 29

Applied geophysics one-week experimentH.-H. LEWINSKY & SIMON SCHNEIDER .......................................................................................................... 30

The Earth Science Centre – saltash.net community schoolGORDON NEIGHBOUR ..................................................................................................................................... 31

KwaZulu-Natal rocks – a case of an evolving learning resource in South AfricaTANJA REINHARDT, DEANNA L. METH, GREG P. WHITMORE & ALAN H. WILSON ............................................ 32

Informal education about geologic materials by means of an exhibition on “geologic materials in the arts”JOSÉ SELLÉS-MARTÍNEZ ................................................................................................................................ 33

From museum to web: The evolution of Earth science outreach at the British Geological SurveyDAVID BAILEY, EMMA WARD & IAN WILKINSON ............................................................................................. 34

Milestones in exhibition-planningSIMON SCHNEIDER, LUDWIG STROINK, GRIT SCHWALBE & NICOLE ADAMCZAK................................................ 35

A comparative study on the structures of exhibition scenarios of natural history museums: Earthscience-related topicsCHAN-JONG KIM & SUN-KYUNG LEE ............................................................................................................. 36

The effect of using simple equipment on the acquisition of plan map concepts in the vocational schoolsESKANDAR FATHI-AZAR ................................................................................................................................. 37

Relating current geoscientific research topics and public interest in regional geo-phenomenaANDREAS BERGNER........................................................................................................................................ 38

Earth caching – Earth science geocachingGARY B. LEWIS ............................................................................................................................................. 39


Engaging the public on a GEOTIME trail – a case example from Waterloo, Ontario, Canada.ALAN V. MORGAN ......................................................................................................................................... 40

Scientific public understanding of ancient gold mines in PortugalCLARA VASCONCELOS, ALEXANDRE LIMA, JOSÉ BARROS, ALEXANDRA MENDONÇA & NATÁLIA FÉLIX ................ 41

Development of teaching materials and methods concerning natural disasters from the viewpoint of ageoscience educational partnership in JapanTATSUYA FUJIOKA & HIROO NEMOTO ............................................................................................................. 42

The Hercynian Orogen in Europe: towards a European GeoparkJÖRN H. KRUHL ............................................................................................................................................ 43

Best practise in geoscience instruction, inclusive field trips and teaching biology, chemistry andphysics through an Earth contextCHAIR: ALAN MORGAN & HORST BAYRHUBER ................................................................................................ 45

The GLOBE program in GermanyMARK MÜLLER & BIRGIT RADEMACHER ........................................................................................................ 46

Our eye in the sky - METEOSAT images and the international GLOBE projectVOLKER HUNTEMANN .................................................................................................................................... 47

Geoecological investigation of a small creek: An interdisciplinary project of the 12th gradeRAINER LEHMANN.......................................................................................................................................... 48

Earth system science teaching for geology and geography undergraduate students in Campinas, BrazilCELSO D. R. CARNEIRO & PEDRO W. GONÇALVES ......................................................................................... 49

The didactical transfer of basic knowledge in plate tectonic at schools: a new approachULRIKE MARTIN, ANDREAS AUER & GERNOT KÖCHER .................................................................................... 50

Controversy-based Earth scienceYOSHIO OKAMOTO ......................................................................................................................................... 51

From access to throughput: A change in policy and practice for teaching first-year geology at theUniversity of the Witwatersrand, Johannesburg, South AfricaGILLIAN R. DRENNAN & P. DIRKS ................................................................................................................. 52

Developments in tertiary level geoscience education in the UKHELEN KING .................................................................................................................................................. 53

Creating an understanding of how to effectively convey geo scientific concepts to tertiary educationstudents who are culturally, linguistically, socially and academically diverseTRACEY MCKAY ........................................................................................................................................... 54

Maps across the curriculum: a South Carolina modelJOHN R. WAGNER ......................................................................................................................................... 55

Excursions and field trips as a core interactive method in school, university, extracurricular and adultEarth science educationGÖTZ HEINRICH LOOS .................................................................................................................................... 56

Teaching material development of TV programs for Earth systems education and fieldworkMASAKAZU GOTO.......................................................................................................................................... 57

Geologic problem solving in the field: Student mapping strategies shown by GPS tracksERIC M. RIGGS & CHRIS C. LIEDER .............................................................................................................. 58

Internet and multimedia in geoscience educationCHAIR: BRONTE NICHOLLS & SYLKE HLAWATSCH ........................................................................................... 59

E-learning in the geography, Earth and environmental science (GEES) disciplines: A practitioner surveyin the UKDEREK FRANCE & STEVE FLETCHER ............................................................................................................. 60


Embracing “climate change” in high school science curriculumYI-WEN HUNG & YING-SHAO HSU ................................................................................................................. 61

Need for geo-information science education in NigeriaALEXANDER I. IDORNIGIE ............................................................................................................................... 62

Spare Time University - backing into the public into science literacyMICHAEL GLANTZ, RUSSANNE LOW & LANCE JONES ...................................................................................... 63

Digital technologies, pubic spaces and problem solving: Local community partnerships supportingteacher training in Earth sciencesMARGARET ROBERTSON ................................................................................................................................ 64

How to judge the level of interaction in e-learning units of geographyHELMUT SCHRETTENBRUNNER ....................................................................................................................... 65

Educational geoscientific researchInteractive sessionCHAIR: NIR ORION & GABRIELE OBERMAIER .................................................................................................. 67

Block 1Investigating Earth science teachers’ preferences and practices of goals of Earth science education inTaiwanCHUN-YEN CHANG & WEN-CHI LEE .............................................................................................................. 68

Secondary school teachers’ expected Earth science literacy of students in TaiwanWEN-CHI LEE & CHUN-YEN CHANG .............................................................................................................. 69

Children’s geoscience interestsROGER TREND ............................................................................................................................................... 70

Student’s interests in geo-scientific topicsINGRID HEMMER, MICHAEL HEMMER, HORST BAYRHUBER, PETER HÄUSSLER, SYLKE HLAWATSCH, LORE HOFF-MANN & MARION RAFFELSIEFER .................................................................................................................... 71

Factors responsible for the declining pattern of geo-science learners’ interest – a study on the geo-scientific student community from Assam, Northeast IndiaMANJIT KUMAR MAZUMDAR, AMULYA CHANDRA MAZUMDAR, ARUN KUMAR BORAH ........................................ 72

Block 2Student’s conception on circadian and seasonal cyclesINGRID HEMMER & SYLVIA WEIZINGER ........................................................................................................... 73

Students’ concepts about meteorite impacts on Earth – geographical assessment and pedagogicalconsequencesMARTIN MÜLLER ........................................................................................................................................... 74

Misleading analogies of mantle dynamics introduce the belief that it is liquidJOSÉ SELLÉS-MARTÍNEZ ................................................................................................................................ 75

Instructional implications of the survey on content mastery level in Earth science of secondary schoolstudents in Japan and PhilippinesDIGNA C. PANINGBATAN & TAKESHI KOZAI .................................................................................................... 76

Educational reconstruction of Earth science concepts - an approach to change secondary anduniversity students’ preconceptions of groundwaterSIBYLLE REINFRIED ........................................................................................................................................ 77

An automated scoring system for qualitative problem solving in Earth scienceCHUN-YEN CHANG & HAO-CHUAN WANG ...................................................................................................... 78


Block 3Elementary students’ system competencyCORNELIA SOMMER........................................................................................................................................ 79

An approach of modelling minimal climate models: fostering an understanding of nature of the modelsand complex systemsMARCO THIELE ............................................................................................................................................. 80

Promoting system competency with „System Earth“ education – evaluation results of the Germanproject “Forschungsdialog: System Erde”MARKUS LÜCKEN, SYLKE HLAWATSCH, & NINJA RAACK ................................................................................. 81

The development of an oceanography unit as a part of the Israeli high school Earth sciences programNIR ORION & CARMIT COHEN ....................................................................................................................... 82

Geoscience in international comparisonCHAIR: IAN CLARK AND CHAN-JONG KIM ........................................................................................................ 83

Block 1: Earth Science OlympiadInternational Earth Science Olympiad: New challenges for geoscience and geoscience educationcommunityCHAN-JONG KIM ........................................................................................................................................... 84

Skills and abilities that students should acquire towards the International Earth Science Olympiad (IESO)NIR ORION .................................................................................................................................................... 85

Preliminary survey for the nature of Taiwan with the image of KOMPSAT 1 as an Olympiad subjectMOO YOUNG SONG & HYO-SUK LIM .............................................................................................................. 86

Four years’ National Earth Science Olympiads in Korea and reparation of 1st International EarthScience OlympiadMOO YOUNG SONG, SEOK WON YON & MYEONG KYEONG SHIN ...................................................................... 87

Block 2From Earth science to Earth system science: A high school science curriculum reform in TaiwanYI-WEN HUNG & YING-SHAO HSU ................................................................................................................. 88

Basics for geoscience educationJOSEF BIRKENHAUER ...................................................................................................................................... 89

Different points of view for educational materials and curricula related to earthquakes at elementaryand secondary educations in Japan, New Zealand, Egypt, Brazil, and ArgentinaHIROO NEMOTO, SANDRA E. MURRIELLO, GLENN D. VALLENDER, MOHAMED A. A. M. RASHED,TATSUYA FUJIOKA & YOSHINOBU TOKITA ........................................................................................................ 90

A survey of geological education in West AfricaT.C. DAVIES & M.K. DARENG ...................................................................................................................... 91

A review of geosciences in the new South African school curriculum and its reception in the classroomIAN J. MCKAY .............................................................................................................................................. 92

Competency improvement of geoscience education in Indonesia based on geo-resources sustainabilityand geo-hazard vulnerability awarenessDONATUS H. AMIJAYA .................................................................................................................................... 93

Teacher instruction in geoscienceCHAIR: CHRIS KING & INGRID HEMMER .......................................................................................................... 95

Using experience from one country to develop a curriculum initiative in another: Earth scienceworkshops for ScotlandCHRIS KING ................................................................................................................................................... 96


Why Earth science CPD workshops in the UK are successful: What teachers saySUSANAH LYDON & CHRIS KING .................................................................................................................... 97

Empowering student teachers to teach Earth science; a collaboration between science and education atthe University of Victoria, CanadaEILEEN VAN DER FLIER-KELLER ..................................................................................................................... 98

Teacher training is the most effective method of promoting geosciences at school level in Sri LankaASHVIN WICKRAMASOORIYA ........................................................................................................................... 99

The Scottish Earth science education forum: promoting Earth science teaching in Scotland, past,present and futureCLARE BRITTON .......................................................................................................................................... 100

Interdisciplinary approach by means of earth sciences: new framework and educational law andteachers’ cultural necessities in Ribeirão Preto Area (São Paulo State, Brazil)GONÇALVES P. WAGNER & NATALINA A. L. SICCA ....................................................................................... 101

Enactment of Earth system education through curriculum material and in-service workshopsKLAUS-HENNING HANSEN & SYLKE HLAWATSCH ........................................................................................... 102

The Alabama Rocks! Project: A student-led initiative to improve geology education in public schools insouthwestern Alabama, USADOUGLAS W. HAYWICK, LANE DORMAN, JESSICA WIGGINS & GLENN R. SEBASTIAN ..................................... 103

Poster sessionGoscience education and training in India: problems and prospectsMADHUMITA DAS & TAPOS GOSWAMI .......................................................................................................... 106

Geology teaching in Algeria: A program overviewOMAR KOLLI ............................................................................................................................................... 107

The emergence of Earth system science: a historical viewYI-WEN HUNG & YING-SHAO HSU ............................................................................................................... 108

How did people interact with nature in East Asia in the past? - Reconsidering the relationship betweenhumans and natureHISASHI OTSUJI ........................................................................................................................................... 109

Universal design of geoscience learningSHARON LOCKE ............................................................................................................................................110

Soil science in schoolGABRIELE BROLL .......................................................................................................................................... 111

The evolution of images of the earth interior through time can illustrate non-specialists about how earthscience is builtJOSÉ SELLÉS-MARTÍNEZ ...............................................................................................................................112

Problem solving in geology teaching: a preliminary studySUSANNA CARRASQUINHO, CLARA VASCONCELOS & NILZA COSTA ..................................................................113

How gender and race of geologists are portrayed in introductory physical geology textbooksSTEPHEN R. MATTOX ...................................................................................................................................114

Understanding soil function and soil protectionKARIN GEYER, HANS-GEORG BRAUCHMANN & GABRIELE BROLL ...................................................................115

International workshop on education for natural disaster preparedness and its implementation mechanismin the context of ESDMASAKAZU GOTO.........................................................................................................................................116

Promoting geoscience education for all: Towards the development of adaptive culture in a geohazardvulnerable area in Indonesia.DWIKORITA KARNAWATI, SUBAGYO PRAMUMIJOYO & KUNCORO .................................................................... 117


Making of Tsunami pamphlet for school children in Indonesia and disaster prevention educationSHIBAYAMA MOTOHIKO, DICKY MUSULIM, NAOKO KAGAWA, SHIBAKAWA AKIYOSHI & YOSHITUGU HIRAOKA .....118

Some modeling-based practices in geoscience classesYOSHIO OKAMOTO ........................................................................................................................................119

Impact of land uses and land cover changes on environmental sustainability of western HimalayaB. W. PANDEY ............................................................................................................................................ 120

Fusulinids from the carboniferous strata in the Gangdong area, Taebaeksan Basin, South KoreaCHANG ZIN LEE ........................................................................................................................................... 121

Competition and limitation in planktonic communities – a student investigationREIMERT NEUHAUS, AVAN N. ANTIA ............................................................................................................ 122

Information/communication technologies and plate tectonicsSANDRA AMOEDA, HELENA MARTINS & CLARAVASCONCELOS ........................................................................ 123

Field trip to Cabo Mondego (centre of Portugal): Teachers’ training and evaluationCLARA VASCONCELOS, LUIS MARQUES, DORINDA REBELO, LEONEL NUNES & JOAO PRAIA ............................. 124

Field work on the beach in variscan context (northern Portugal): construction of a field guidePAULO FERREIRA, CLARA VASCONCELOS & MARIA DOS ANJOS RIBEIRO ......................................................... 125

Volcanic hazard atlas of the Lesser Antilles – a multimedia versionSTACEY M. EDWARDS, RICHARD E.A. ROBERTSON, ALI SHAHIBA, JAN LINDSAY & JOHN B. SHEPHERD .......... 126

Free-choice learning in paleontological exhibitionsSANDRA E. MURRIELLO ............................................................................................................................... 127

The Digital Library for Earth System Education: a catalyst for geoscience educationRUSSANNE LOW .......................................................................................................................................... 128

WorkshopsTeaching physics in new Earth-related waysCHRIS KING & SUSIE LYDON ....................................................................................................................... 130

Project “System Earth”: teaching materials for upper secondary educationSYLKE HLAWATSCH & CORNELIA SOMMER .................................................................................................... 131

Teaching chemistry in new Earth-related waysCHRIS KING & SUSIE LYDON ....................................................................................................................... 132

Project “System Earth“: teaching materials for primary schoolCORNELIA SOMMER & SYLKE HLAWATSCH .................................................................................................... 133

Teaching physics in new Earth-related waysCHRIS KING & SUSIE LYDON ....................................................................................................................... 134

Getting below the line – what students really think! A story based curriculum evaluation processBRONTE NICHOLLS ...................................................................................................................................... 135

Deep time project: understanding of geological time across societiesROGER TREND, CHUN-YEN CHANG & NIR ORION ......................................................................................... 136

Teaching ethical aspects of Earth sciences: Consequence mapping and goals-rights-duties frameworkMIGUEL C. CANO ........................................................................................................................................ 137

Deutschsprachige Session mit Workshops und Vorträgen(Session in German with workshops and talks)CHAIR: GABRIELE SCHRÜFER ....................................................................................................................... 139

Unterrichtsmaterialien des Projektes „Forschungsdialog: System Erde”: Sekundarstufe II und Primar-stufe / Teaching materials of the project “System Earth“: Upper secondary and primary education(Workshop)SYLKE HLAWATSCH & CORNELIA SOMMER .................................................................................................... 140


„Geowissenschaftliche Grund- und Leistungskurse im naturwissenschaftlichen Aufgabenfeld derSek II“ / Geoscience basic and advanced courses at the Sec. II natural science level (Workshop)REINHARD FISCHER & ANDREAS WENZEL ..................................................................................................... 141

Workshop im Geozentrum an der KTB / Workshop at the KTB-Geo-CenterULRIKE MARTIN & GERNOT KÖCHER ........................................................................................................... 142

Alltagsvorstellungen von Schülerinnen und Schülern zum Thema Boden und Bodenzerstörung /Schoolgirls’ and schoolboys’ alternative ideas of soil and soil degradation (Talk)KERSTIN DRIELING ...................................................................................................................................... 143

Lehren und Lernen mit dem Computer – Zwischenbilanz einer Untersuchung der Lernprozesse beimEinsatz multimedialer Lernsoftware im Geographieunterricht / The computer as a tool in geographylessons in Germany (Talk)JUTTA KUHN-BITTNER & ALEXANDER SIEGMUND .......................................................................................... 144

Die begehbare Geologische Karte von Rheinland-Pfalz / Geological map of Rheinland-Pfalz (federalstate of Germany) which can be walked on (Talk)FRIEDRICH HÄFNER...................................................................................................................................... 146

GIS macht Schule – praktischer Workshop / GIS in schools – practical workshop (Workshop)DANIEL SCHOBER ........................................................................................................................................ 148

Geowissenschaften im österreichischen Schulunterricht/Geo-education in Austria (Workshop)HERBERT SUMMESBERGER, ELISABETH GRÜNWEIS & GERTRUDE ZULKA-SCHALLER ....................................... 149

Exhibitors ................................................................................................................................................. 151

Field trips ................................................................................................................................................. 153

Index of contributors ............................................................................................................................. 157


Sponsors of GeoSciEd VOur sincere thanks go to the generous support of our sponsors.

This conference would not have been possible without them.

International Union of Geological Sciences

Rohöl-AufsuchungsAG (RAG), Wien

FWU Institut für Film und Bild in Wissenschaft

und Unterricht

E. Schweizerbart’scheVerlagsbuchhandlung

GeoUnion – Alfred-Wegener-Stiftung

ESRI GeoinformatikGmbH

EEG-Erdgas Erdöl GmbH

International Year of Planet Earth

Deutsche Gesellschaft fürGeowissenschaften (DGG)

International GeoscienceEducation Organization

Springer Verlag

R&D-Programme GEOTECHNOLOGIEN


Introduction and welcome by the Minister of State for the Environment,Health and Consumer Protection

I have very gladly accepted the patronage for the Geoscience Education Conference 2006 in Bayreuth and amvery happy to see this international conference taking place in Bayreuth this year. In my position as ministerof state for the environmental resort I would like to welcome everybody here in Bayreuth in the name of theBavarian state government.

The professional challenges for the geosciences have never been greater than they are today. The problemsto be solved are not just of a local or regional nature but are on a global scale.

The population of our planet is increasing, the finiteness of mineral resources is becoming more and moreobvious, clean drinking water is not available in many parts of the world, soil protection has become a centraltopic, the ecosystems are under rising pressure and the climate is changing. This is why the geosciences areamong the survival-sciences for mankind. It is therefore all the more important that they be firmly anchoredin our educational system, in the schools and outside. True to the principle “You only can and want to protectwhat you know”.

I therefore highly appreciate it that the International Geoscience Education Organisation (IGEO) addresses awide spectrum of important and current topics at this conference. I am also pleased to see that the geologyof northern Bavaria and of the neighbouring regions, including the Czech Republik, takes up a prominentplace in the programme. The field trips which are being offered are aimed at providing you with an insightinto the special features of these regions. Apart from the scientific aspects I am sure that you will also enjoythe beauty of our Bavarian landscape.

I wish you all a pleasant stay in Bayreuth and a successful conference. May it provide you with many stimulithat will increase our knowledge on how to safeguard the natural resources and on how to convey thisknowledge in a didactically sound way.

Dr. Werner Schnappauf

Minister of State for the Environment, Health and Consumer Protection


Welcome to the Vth International Geoscience Education Conference(GeoSciEd V)

On behalf of the Leibniz Institute for Science Education (IPN), Kiel, the Geo-Centrum at the German DeepDrilling site KTB, Windischeschenbach, and the University of Bayreuth, we welcome you to the Fifth Inter-national Geoscience Education Conference (GeoSciEd V) in Bayreuth.

This old Bavarian city is not only famous for its cultural tradition and its Franconian- Bavarian life style, butalso well known for its geological surroundings. These characteristics form set-ups for stimulating excursionsand relaxed conversations. The modern University of this city provides perfect facilities for a successful in-ternational meeting.

The organizers have tried to develop a conference program which comprises the major dimension of EarthScience Education. A great many contributions follow an interdisciplinary approach integrating geographicaland geological aspects as well as biological, chemical and physical ones. This is in accord with the educationalaims set by the Geoscience Associations of this country. It also corresponds with the educational approachof the IPN project “System Earth”, which marks a milestone of the quality improvement of Geoscience Educationin Germany.

We are looking forward to stimulating and productive contributions and discussions during this meeting ofexcellent geoscience educators from all over the planet Earth.

Horst Bayrhuber, IPN, Kiel

Sylke Hlawatsch, IPN, Kiel

Ulrike Martin, KTB, Geo-Centre

Gabriele Obermaier, Univ. Bayreuth


Welcome

The Council and Senior Officers of the International Geoscience Education Organisation (IGEO) have muchpleasure in welcoming you to GeoSciEd V. We have a varied and interesting program and know that you willfind it stimulating and informative.

IGEO runs an international Conference approximately every four years, alternating with a representation atthe International Geological Congress, which also takes place at four year intervals. The first conferencewas at Southampton in the UK in April 1993. This first conference sparked interest but it was not until 1997that GeoSciEd was proposed as the name of the conference. IGEO was founded at that 1997 GeoSciEd IIin Hawaii. GeoSciEd III in 2000 was held in Sydney, Australia and GeoSciEd IV was in Canada in 2003.

The aims of the International Geoscience Education Organisation (IGEO) are to promote geoscience educationinternationally at all levels, to work for enhancement of the quality of geoscience education internationally andto encourage developments raising public awareness of geoscience, particularly amongst younger people.We are affiliated with the International Union of Geosciences which provides us with some financial supportfor conference attendance by delegates who would not otherwise be able to attend. This year we have beenable to support 14 delegates from our own and IUGS resources.

The conference comes at an important time with the declaration of 2008 as the International Year of PlanetEarth and the recognition of the significant role of geoscience education in creating a sustainable future forhumans and their planet.

If this is your first GeoSciEd conference, welcome to the IGEO family. If you are a regular, welcome back.We look forward to the usual friendly interactions between members during the formal sessions, the breaksand the social events.

GeoSciEd V will be an exciting four days. Please immerse yourself in all aspects of it.

Once again, welcome. Enjoy GeoSciEd V and make plans for GeoSciEd VI.

Ian Clark, Chair of the International Geoscience Education Organisation (IGEO)


Greeting from Professor Dr. Dr. h.c. HelmutRuppert,President of the University of Bayreuth

Dear participants of the Fifth International Geoscience EducationConference,

geographical factors as soil, water or air not only shape our livelihood butalso provide our economic basis. With regard to the growing population itbecomes even more important to know these resources and theirsimultaneous interrelations in

order to assure their efficient usage and to guarantee their sustainability.

Along to the research of the geographical factors the transfer of the newestresearch findings to young people poses a challenge, which we have tomeet in order to ensure the continuous further advancement of knowledge. A profound didactic preparationof topics in the field of Geosciences serves as a foundation for creating an access to the according topic areafor young people and for transferring the knowledge about our earth.

I am glad to welcome you to the Fifth International Geoscience Education Conference at the University ofBayreuth and wish you a successful and interesting meeting!

Professor Dr. Dr. Helmut Ruppert, 28th of June 2006

President of the University of Bayreuth


The IPN Leibniz Institute for Science Education at the University of Kiel

The Leibniz Institute for ScienceEducation (IPN) was founded 1968as a research center for scienceeducation. It is located in Kiel at theBaltic Sea. As an institute of theLeibniz Association with a nationwidefunction IPN receives funds from thefederal government and the Germanstates (Bundeslaender). IPN is alsoaffiliated to the University of Kiel.

The institute’s mission is to developand promote science educationthrough research. This research dealswith the full scope of issuesconcerning teaching and learning inthe sciences inside and outside schools. The institute is made up of four departments: Biology Education,Chemistry Education, Physics Education and Educational Science (including Research Methodology andStatistics). Of the approximately 110 IPN staff members about 80 with an university degree are working asscientists, including 30 doctoral students. About 40 % of the staff members are working on projects fundedby different research foundations or clients.

The IPN concentrates on long-term and nationwide research projects which cannot be covered by universities.

In 2000 the IPN started the project “System Earth”. This is an effort to introduce geoscience topics to uppersecondary and primary school education in a systematic and interdisciplinary manner. The IPN aims at mediatingbetween geoscientific research and schools as well as the general public. The project has been funded by theBMBF (German Federal Ministry of Education and Research) within the framework of the program “Geo-technologies”; it has been advised and evaluated by a scientific advisory committee with representatives fromearth science research institutes and museums as well as representatives from the 16 German Bundeslaenderministries of education.

Science and geography teachers, educators and geoscientists worked together to produce an interdisciplinaryteaching concept and corresponding teaching materials. Research on teaching and learning geosciences andevaluation studies was carried out. For the primary school the book “Our Earth for children who want tounderstand the world” was published. It contains a CD-ROM with two learning games. For the upper secondarylevel the CD-ROM “System Earth for upper secondary education” was produced. Scientific articles havebeen published.

Further information: http://www.systemerde.ipn.uni-kiel.de/systemerde_eng.html

Projekt „SystemEarth“IPNOlshausenstr. 6224098 Kiel

Contact: Prof. Dr. Horst Bayrhuber ([email protected]) orDr. Sylke Hlawatsch ([email protected]).


Geo-Centre at the continental drilling site(KTB):A geo-scientific and geo-educational outreach

The two super-deep boreholes (4000 m and 9101 m, drilled from 1987-1994) of the German Continental Deep Drilling Program are worldwideunique masterstrokes of drilling engineering. It yielded essential insightsin the structure and processes of the upper crust of the Earth. Forthis reason it is one of the most important geo-scientific andgeotechnical research projects ever undertaken in Germany. Keyquestions that have been addressed by continental deep drilling includedthe evaluation of fundamental processes occurring in the lithosphere,the outer skin of our planet and resource base for mankind. Amongthese are the understanding of earthquake activities and the formationof ore deposits, important questions in a world of growing populationand vast development. The drilling activities near Windischeschenbach formed the German contribution toworldwide efforts on understanding our planet.

After finishing the project the geo-education centre has been established, which is a unique place where geo-science and teaching go hand in hand and where science is made transparent to the public by public education

The philosophy of the Geo-Centre at the KTB is to provide the possibility for earth scientists, teachingprofessionals, students and pupils to learn in a practical and interactive way more about the system earth.

Dr. Ulrike Martin


National ChairsGabriele Obermaier Department of Geography Education, University BayreuthSylke Hlawatsch Leibniz Institute for Science Education (IPN) at the University of KielUlrike Martin Geo-Centrum at the German Deep Drilling site KTB, Windischeschenbach

Finance CommitteeGabriele Obermaier (Chair) Department of Geography Education, University Bayreuth

Fund Raising CommitteeLudwig Stroinck (Chair) GEOTECHNOLOGIEN, Federal Research Program coordinating directorSylke Hlawatsch Leibniz Institute for Science Education (IPN)at the University of KielChris King Earth Science Education Unit, Keele University, Great BritainUlrike Martin Geo-Centrum at the German Deep Drilling site KTB, WindischeschenbachGabriele Obermaier Department of Geography Education, University Bayreuth, Germany

Program CommitteeSylke Hlawatsch (Chair) Leibniz Institute for Science Education (IPN) at the University of KielHorst Bayrhuber Leibniz Institute for Science Education (IPN) at the University of Kiel

Office, LayoutRenate Glawe Leibniz Institute for Science Education (IPN) at the University of Kiel

Exhibits CommitteeUli Martin (Chair) Geo-Centrum at the German Deep Drilling site KTB, Windischeschenbach

Field Trip CommitteeAndreas Peterek (Chair) University BayreuthGregor Aas University BayreuthJiri Baburek PragueGerhard Hänsel Geo-Centrum at the German Deep Drilling site KTB, WindischeschenbachSylke Hlawatsch Leibniz Institute for Science Education (IPN) at the University of KielUlrike Martin Geo-Centrum at the German Deep Drilling site KTB, WindischeschenbachMatthias Mäuser Naturkunde-Museum BambergEckhard Mönnig Naturkunde-Museum CoburgMariane Lauerer University BayreuthGisela Pösges Rieskratermuseum, NördlingenJoachim Rabbold Urweltmuseum, BayreuthCarina Reisnecker University BayreuthJohann Rohrmüller MarktredwitzMichael Schieber Rieskratermuseum, NördlingenWolfgang Schirmer EbermannstadtGabriele Schrüfer University BayreuthRalf Schunk University BayreuthLudwig Zöller University Bayreuth

Session ChairsHorst Bayrhuber Leibniz Institute for Science Education (IPN) at the University of Kiel

Organizing committee


Ian Clark School of Natural & Built Environments, University of South AustraliaIngrid Hemmer Department of Geography Education, University of Eichstätt, GermanySylke Hlawatsch Leibniz Institute for Science Education (IPN) at the University of KielChan-Jong Kim Department of Earth Science Education, Seoul National University, KoreaChris King Earth Science Education Unit, Keele University, Great BritainGary Lewis Geological Society of America Education & OutreachUli Martin Geo-Centrum at the German Deep Drilling site KTB, Windischeschenbach,

GermanyAlan Morgan University of Waterloo, CanadaBronte Nicholls Department of Education and Children’s Services, Adelaide, AustraliaGabriele Obermaier Department of Geography Education, University Bayreuth, GermanyNir Orion Weitzmann Institute, IsraelGabriele Schrüfer Department of Geography Education, University Bayreuth, Germany

PublicitySylke Hlawatsch Leibniz Institute for Science Education (IPN) at the University of KielPeter Wittmann Deutsche Gesellschaft für GeographieUte Ringelband Leibniz Institute for Science Education (IPN) at the University of KielJürgen Abel University Bayreuth

Financial SupportCommitteeAlan Morgen IGEO Secretary/Treasurer (University of Waterloo, Canada)Ian Clark IGEO Chair (School of Natural & Built Environments, University of South

Australia)Chan-Jong Kim IGEO Vice-Chair, (Department of Earth Science Education, Seoul National

University, Korea)Chris King IGEO Vice-Chair, (Earth Science Education Unit, Keele University,

Great Britain)Bronte Nicholls IGEO Newsletter Editor (Department of Education and Children’s Services,

Adelaide, Australia)Glenn Vallender IGEO Newsletter Editor (New Zealand)

Graphic Arts ConsultantsErika Kolaschinski Leibniz Institute for Science Education (IPN) at the University of Kiel

Technical ServicesThomas Gollan University BayreuthStefan Holzheu University BayreuthKlaus Klasinski University Bayreuth


Keynote speakers


Geosciences and outreach:Examples from the program “City of Science 2005 Bremen/Bremerhaven“

GEROLD WEFER

DFG Research Center Ocean Margins (RCOM), Bremen University, MARUM, Bremen, Germany,Email: [email protected]

Bremen and Bremerhaven scientific institutes havebeen working closely together for many years. Forthis reason the two cities submitted a joint proposalfor developing a program for the “City of Science”for the year 2005. The program is directed at thespecific target groups children/youth, teachers, high-school seniors, college students, information dis-tributors/decision makers, and the interested generalpublic.

It didn’t contain the standard, already-plannedactivities, rather it consisted of “highlights” developedspecifically for the “City of Science”, by which thecommunication and culture of science can be effec-tively strengthened for the long-term.

The building blocks of the science city developed forthis purpose consisted of five modules, each com-prising numerous events. These modules were framedby an opening ceremony in Bremen and a closingceremony in Bremerhaven.

The first two modules, with exhibits and settings incentral locations in Bremen and Bremerhaven, weredirected at all target groups. In a third module, eventssuch as technology talk shows and open-doorafternoons in businesses specializing in science-economics interfacing were grouped. These werecarried out in cooperation with the Bremen Chamber

of Commerce, the IHK in Bremerhaven, and tech-nology representatives of the free Hanseatic City ofBremen. Module four was dedicated to the importanttarget groups students and teachers, and included theschool project HIGHSEA, the Girls’ Day and thesummer schools, as well as continuing education forteachers. Inspiring the public with science – and doingit in unusual ways, this was the mission of the fifthmodule, which was achieved through film festivals,moderated concerts, readings, sound productions andexhibitions.

The program was supported by partners in the media,including the Bremer Tageszeitungen AG, Nordsee-zeitung Bremerhaven, and Radio Bremen. Additionalimportant support was provided by Bremen Marke-ting GmbH and through the cooperation of artists who,among other things, worked on the corporate designof the program book, the flyers, posters, and pressreleases. The web presence was represented ataddresses such as www.city-of-science.de,www. stadtderwissenschaft-2005.de.

A few examples will be presented from each module,including the opening ceremony, container exhibits,and Circus Quantenschaum. Further programs willcontinue in the House of Science(www.hausderwissenschaft.de). It opened in 2005and is located in Bremen across from the city hall.


A geoscientific approach to the PISA 2006 framework of scientific literacy

SILKE RÖNNEBECK

IPN Leibniz Institute for Science Education at the University of Kiel, Germany,Email: [email protected]

Are students well prepared to meet the challenges ofthe future? Are they able to analyse, explain and com-municate their ideas effectively? Do they have thecapacity to continue learning throughout life? Parents,students, the public and those who run educationsystems continually ask these questions. PISA, theProgramme for International Student Assessment,aims at providing some answers. PISA is an OECD(Organisation for Economic Co-operation and De-velopment) project that assesses the extent to whichstudents near the end of compulsory education haveacquired some of the knowledge and skills that areessential for full participation in society.

PISA started in the year 2000 and is supposed tomonitor the achievement of 15-year-olds in the prin-cipal industrialised countries on a three-yearly basis.The number of participating countries increasedfrom 43 countries in the first assessment in 2000 to 57countries (including all OECD countries)in the third assessment in 2006. Themain domains that PISA assesses arereading (main component in PISA 2000),mathematics (main component in PISA2003) and science, the latter being themain component of the PISA 2006survey. In all cycles, these domainsare covered not merely in terms ofmastery of the school curriculum,but in terms of important knowledgeand skills needed in the students’ per-sonal, social and global life. The termthat best describes the purpose of thePISA 2006 science assessment is theevaluation of scientific literacy. In thecontext of PISA 2006, scientific lite-racy refers to an individual’s:• scientific knowledge and use of

that knowledge to identify ques-tions, to acquire new knowledge, to explain scien-tific phenomena, and to draw evidence-based con-clusions about science-related issues;

• understanding of the characteristic features of scienceas a form of human knowledge and enquiry;

• awareness of how science and technology shapeour material, intellectual, and cultural environments;and

• willingness to engage in science-related issues, andwith the ideas of science, as a reflective citizen.

It may be characterised as consisting of four inter-related aspects:

• Recognising life situations involving science andtechnology. This is the context for the assessment.

• Understanding the natural world, including tech-nology, on the basis of scientific knowledge thatincludes both knowledge of the natural world andknowledge about science itself. This is the know-ledge component of the assessment.

• Demonstrating competencies that include iden-tifying scientific questions, explaining phenomenascientifically, and drawing conclusions based onevidence. This is the competency component of theassessment.

• Responding with an interest in science and showingsupport for scientific enquiry. This is the attitudinaldimension of the assessment.

This relationship is represented graphically in Figure 1:

This talk will present and discuss the different aspectsof the PISA 2006 Framework of Scientific Literacywhile paying special attention to the geoscientificcontent. The domains, competencies, knowledgecategories and attitudinal approaches will be illustratedby example items. Interactions between the differentdomains of the PISA assessment (reading andmathematics with science) and possible researchquestions concerning the geoscientific items at aninternational or national level will be presented.

Fig. 1


Earth systems education in Germany: Project “System Earth”

SYLKE HLAWATSCH1) & HORST BAYRHUBER

IPN Leibniz Institute for Science Education at the University of Kiel, Germany,Email: 1)[email protected]

The Project “System Earth (German: Forschungs-dialog: System Erde)” was established in 2000 to in-troduce modern Earth science research issues intoGerman primary and upper secondary biology, che-mistry, geography and physics education.

The educational argument is to stimulate a rationaldiscourse on issues of planet Earth. This discourseneeds well founded scientific knowledge. This is whythe natural sciences as well as geography are taughtin a geoscientific context in the project frame. Thiseducational approach is quite new for biology, che-mistry and physics teaching. The same is even truefor geography teaching which focuses on socio-geo-graphic contents and issues rather than on naturalscience contexts in Germany. In addition, the newmaterials of project “System Earth” meet the requi-rements of interdisciplinary science and geographyteaching. The cooperation of teachers from the dif-ferent subjects can be achieved in several courses orin projects at the upper secondary level. Nevertheless,such an approach is not common. However, in pri-mary schools geoscientific contents are taught inter-disciplinary – if at all.

The project “System Earth” established a three stepapproach to achieve its goals:• Subject matter analysis: Based on the scientific

framework, a subject matter analysis was con-ducted in cooperation with Earth scientists andscience educators.

• Educational framework: A system of basic con-cepts and teaching methods for the developmentof pilot teaching material was established.

• Empirical research: Analysis of students’ concep-tions, students’ interests and the process of imple-mentation was carried out.

Accordingly, the project “System Earth” aimed atcarrying out research on teaching and learning in thefields as well as developing teaching materials thatfocus on an understanding of the System Earth withits interacting subsystems. The framework of Earthscience themes was collected in cooperation with 18German Earth science institutes as well as biology,chemistry, geography and physics educators.

A module list for upper secondary education wasconstructed from this framework. This list wasdiscussed with teachers and a strategy for developingteaching materials based on explorative studies aboutstudents’ perceptions of and interests in the Earth

system was then derived. The developmental workfocussed on upper secondary education during thefirst project phase. The teaching materials were testedin schools and teacher training workshops, evaluatedand then improved step by step. Finally the materialsfor the upper secondary level were compiled on a CD-ROM “System Earth – teaching materials for the uppersecondary level (German “System Erde – Unterrichts-materialien für die Sekundarstufe II)”:• System Earth – an introduction• The rock cycle: Documents of the earth’s history• The carbon cycle• Resources and recycling• Convection in the atmosphere, hydrosphere and

lithosphere• Origin and development of life• The climate system and the history of climate change• The water cycle and the protection of drinking

water• Chemistry and physics of the atmosphere• Plate tectonics and volcanism• Earthquakes and waves: Information about the earth’s

interior

For primary schools a richly illustrated book entitled“Our Earth. For children who want to understand theworld” has been published. The book includes twointeractive educational games on a CD-ROM, learningtasks and instructions for student experiments. Infor-mation for teachers is provided in the internet. Thefollowing themes are dealt with:• Our Earth – a planet full of mysteries• Earthquakes• From the depths of the Earth• By wings from continent to continent (migration

of the stork)• With the river from mountains to sea• A garden full of life• In and round the pond• Clouds, wind and weather• From shore to deep sea• Fossils: Witnesses to past ages of the earth• Treasures of the earth• How everything is interrelated

During the plenary talk we will explain the modes ofinterdisciplinary cooperation among geoscientists,educationalists and teachers of the various subjects,the teaching concept “System Earth” and specificsof the implementation of the project results in theeducational system of Germany.


A vision for geoscience education in the 21st century

IAN F. CLARK

University of South Australia, School of Natural & Built Environments,Email: [email protected]

Geology has only existed as a separate science dis-cipline for a little over 200 years. For most of thattime it was considered as a weakly linked set of sub-disciplines (petrology, paleontology, economic geo-logy, structural geology etc.) This was reflected intextbooks and school and undergraduate curricula thatwere commonly presented in four main sections: EarthMaterials; Earth Structures; Earth History; and EarthResources (Read and Watson 1962; Holmes 1965).The widespread acceptance of the theory of platetectonics during the 70s not only revolutionized theunderstanding of the way Earth works but also causeda shift in the way that curricula were designed. Platetectonics was used to link the sub-disciplines and thebiggest debate about curriculum design was whetherto teach plate tectonics at the beginning of a course,at the end or woven throughout as a theme.

Today Earth System Science is proposed as the newrevolution in the approach to geology curriculum ((Ire-ton, Manduca et al. 1996)). Earth System Science,first proposed in the early 90s (for example, (EarthSystems Sciences Committee NASA Advisory Coun-cil 1988; Mayer 1991)) has produced a similar re-examination of the way curricula should be designedand geology should be taught. The goal of EarthSystem Science is to obtain a scientific understandingof the entire Earth System on a global scale by des-cribing how its component parts and their interactionshave evolved, how they function, and how they maybe expected to continue to evolve on all time scales.Earth system science embraces chemistry, physics,biology, mathematics and applied sciences in trans-cending disciplinary boundaries to treat Earth as anintegrated system and seeks a deeper understandingof the physical, chemical, biological and human in-teractions that determine the past, current and futurestates of our planet. Earth system science provides aphysical basis for understanding the world in whichwe live and upon which humankind seeks to achievesustainability. Achieving sustainability requires us tograpple with topics such as global warming andclimate change and an ESS approach seems to be alogical framework within which to teach such topics.At the same time as geology educators grapple withthis, other educators from a variety of disciplines arepromoting the concept of incorporating sustainabledevelopment into the wider curriculum.

Sustainability education promotes explanation andunderstanding of the meaning of sustainability andencourages students into an active engagement withsustainability issues in order to promote lifestyles thatare compatible with the sustainable and equitable useof resources. To achieve this, sustainability educationmust be truly interdisciplinary involving science, po-litics, economics, philosophy and other social scien-ces. As part of the proclamation of the United Nati-ons General Assembly to have the 10-year period from2005 through 2014 as the United Nations Decade ofEducation for Sustainable Development, governmentsaround the world have been invited to integrateeducation for sustainable development into their nati-onal educational strategies and action plans at allappropriate levels.

Sustainable development is not a term that has a simpleagreed meaning because it is the result of discussionbetween parties who come from essentially quitedistinct paradigms or world views. Many conser-vationists argue that ecological sustainability shouldbe a goal in its own right, unshackled to development.On the other hand, some representatives of business,industry and commerce argue that it is necessary toput economic sustainability ahead of ecological sustai-nability because environmental regulations and con-servation principles are expensive and businesses needto be profitable to be able to afford them (Fien 1997).

Is Earth System Science the best approach to addressthese issues? And does Earth System Science meanthat we have to teach differently or do we still haveto teach the basics of the four sub-disciplines beforewe can develop in students an understanding of thesystematic interaction of the parts of Earth and indeedthe Solar system.

This presentation will address these issues and lookat suggested approaches to curriculum design andteaching in the light of information gained from theIUGS/IGEO worldwide survey of geology curricula.

ReferencesEarth Systems Sciences Committee NASA Advisory Council

(1988). Earth System Science - A closer view. Washington,DC, National Aeronautics and Space Administration: 208.


Fien, J. (1997). „Stand up, stand up and be counted: under-mining myths of environmental education.“ Australian Jour-nal of Environmental Ecucation 13: 21-26.

Holmes, A. (1965). Principles of physical geology LondonChapman Hall.

Ireton, M. F., C. Manduca, et al. (1996). Shaping the future ofundergraduate earth science education:Innovation and

change using an earth systems approach. Report of a work-shop American Geophysical Union Headquarters, Washing-ton, DC, AGU.

Mayer, V. (1991). Resources for Earth Systems Education:Report of the PLESE Program, Ohio State University.

Read, H. and J. Watson (1962). Introduction to Geology.London, Macmillan.


From a scientific drilling project to a geoscience education centre:The KTB drilling site, Bavaria, Germany

HELGA DE WALL

Institut für Geologie der Julius-Maximilians-Universität Würzburg, Germany,Email: [email protected]

About 20 years ago Germany has started the activephase of a scientific drilling project named the “Kon-tinentale Tiefbohrung der Bundesrepublik Deutsch-land, KTB” nearby the small city of Windischeschen-bach in East Bavaria. Two boreholes, the 4.0 km deeppilot hole and the 9.1 km deep main hole have beendrilled into metamorphic basement rocks as part ofthe Bohemian Massif, the largest basement outcropin Central Europe. This project was the largest andmost expensive geoscientific research program everundertaken in Germany and has become a milestonein the geoscientific exploration of continental crust.The 9 km section into the earth crust has given newinsights into the architecture of the Variscan basementand has monitored the variation of physical and ther-mal rock properties with depth.

The KTB drilling has been a challenging project alsofor the development and testing of new drilling tech-nology and downhole logging tools. After the end of

the active drilling phase the two drillholes have beenused as a set-up for the KTB Deep Crustal Laboratoryof GFZ Potsdam, an international project of geo-sciences and high-tech developments forming part ofthe International Continental Scientific Drilling Pro-gram (ICDP).

There was a continuous public interest on the KTBproject which did not even stop after the active periodof drilling. Since 1998 an exhibition hall, the sciencecentre (the “Geozentrum an der KTB”) shows resultsand exposures of the KTB project and related geo-scientific projects. With around 25.000 visitors peryear the KTB is still one of the most attractive geo-scientific sites in Germany. A new branch in geo-science education has been established in 2004 withthe so-called “Demonstrationslabor Geotechnik”which provides facilities and lectures for schoolclasses and student groups.


Aeronomy of the Middle AtmosphereChemistry and Physics of the Stratosphere and Mesosphere

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From a review of a previous edition � … an interesting and well-written overview of the current status of our knowledge of the composition of the middle atmosphere and the basic radiative, dynamical and photochemical processes which maintain it � Bulletin American Meteorological Society

3rd rev. and enlarged ed., 2005. XII, 646 p. (Atmospheric and Oceanographic Sciences Library, Vol. 32) Hardcover ISBN 1-4020-3284-6 � € 69,95 | £ 54.00

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Public understandingof Earth science

(e.g. geoparks, museums, demonstrationaland educational laboratories)

Chair: Gary Lewis & Ulrike Martin


Marine sciences in schools: Networking researchers, teachers and students

AVAN N. ANTIA1) & REIMERT NEUHAUS2)

1) Leibniz-Institute of Marine Sciences, Kiel, Germany,2) UNESCO Project- School Integrierte Gesamtschule Kiel-Friedrichsort, Germany,Email: 1)[email protected]

Oceanographers of all disciplines (biology, chemistry,physics and geology) at the Leibniz-Institute of Ma-rine Sciences in Kiel have opened their doors to high-school teachers and students from neighbouringschools with the aim of stimulating interest in sciencein a manner that is usually not possible within theschool curriculum. The programme, “NaT-WorkingMarine Research” that is funded by the Robert BoschFoundation, fosters personal dialogue between scien-tists and students and enables students to directlyparticipate in ongoing research projects, thus beingexposed first-hand to current topics in the naturalsciences. To this end, multiple platforms have beenused including projects in the research laboratories,

experiments in schools, field studies and cruises onresearch ships. The role of the teachers as multipliersis highlighted by teacher-training seminars. Throughpersonal dialogue between all participants and a fle-xible approach that addresses topics of relevancewithin the school curricula that can be illustrated inthe oceanographic setting, the programme tests anddevelops new methods of communicating science toschools. In this talk, an overview will be given on thehighlights and pitfalls within the programme from thepoint of view of the researchers as well as schools,both of which operate under different, varyingconstraints.


Student labs as out-of-school settings promoting interest – efficacy anddetermining factors

INGRID GLOWINSKI

IPN Leibniz-Institute for Science Education at the University of Kiel, Germany,Email: [email protected]

A number of student labs have been established inrecent years at the universities and research labo-ratories. The students find another approach to thesciences and have the chance to do practical activitiesusing apparatus in these professionally equipped labs.In addition, they also become familiar with contextsand areas of application of scientific knowledge toeveryday life. The stated goal of all student labs is topromote students’ interest in the sciences.

The goal of the evaluation study presented here is toinvestigate the general efficacy of student labs and toanalyse the various conditions of student labs and theirimportance as significant predictors of affective out-comes. The results are meaningful for the arrange-ment of out-of –school settings for all sciences.

The study concentrated on following researchquestions:• Can the described specific student lab conditions

(practical work, contexts, authentic learningenvironment) be analysed as separate efficacyfactors and be related to each other?

• Which reciprocal effects are shown by the studentlab conditional factors with the attributes of students

(individual interest, gender) or the degree ofconnection of the student lab activities to the regularlessons (concept knowledge)?

A total of 600 upper secondary students participatedin the study for two measurement points (directlyfollowing the lab activities and about three monthslater).

The instrument was constructed by reference tospecial student-lab aspects and conditions consideringthe valences of interest and the student attributes.

The instrument was found to be sensitive to differentapproaches to laboratory activities in student labs.Several conditions by which the student labs are cha-racterized can be classified as scales in a factoranalysis and interaction effects can be studied. Re-gression analyses were completed with a view todetermining the size and direction of relationships aswell as the degree to which the relationships weremodified by gender, level in school, individual interest,competency experience and integration in regularschool lessons.


Applied geophysics one-week experiment

H.-H. LEWINSKY1) & SIMON SCHNEIDER2)

1) Anna Schmidt Schule, Frankfurt, Germany2) Koordinierungsbüro GEOTECHNOLOGIEN, Potsdam, Germany,Email: 2)[email protected]

The Department of Geophysics at the Johann Wolf-gang Goethe University, Frankfurt on Main, in co-operation with the Anna Schmidt Schule in Frankfurton Main were organizing one-week-field-experimentsfor school-classes.

These field-experiments where designed to integrategeophysical methods into the main course of physics.The project aims on transferring the usual indoor-learning situation to a different environment and totransfer school-physics to unexpected areas.

The one-week-experiment deals with Geoelectrics,Geomagnetics and Ground-Penetrating Radar. Thestudents should be able to work with all three methodsto map an archaeological site.

By doing scientific relevant studies, the pupils get intouch with natural sciences and learn to understandscientific work in progress.

The One-Week-Experiment was accomplished threetimes till now without funding but with support fromthe Physical Society Frankfurt and from the geo-physical prospection office Posselt und Zickgraf.


The Earth Science Centre – saltash.net community school

GORDON NEIGHBOUR

The Earth Science Centre, Saltash.net community school, Cornwall, United Kingdom,Email: [email protected]

The Earth Science Centre at saltash.net communityschool is taking an innovative approach to the studyof geology at both primary and secondary school. Theproject is looking at enhancing the provision of ma-terials and training for both students and staff acrossthe whole age range from Key Stage 1 to Key Stage 5.

The school is working in conjunction with theCombined Universities in Cornwall (Camborne Schoolof Mines) and the University of Plymouth. A majorcomponent of the project has been the close liaisonwith the aggregate extraction industry within thesouthwest region.

The project is part of a major undertaking to increaseboth the breadth and quality of teaching in EarthSciences across both the primary and secondary se-ctor and it is expected to share the use of the facilitieswith the four secondary school partners and the

associated partner primary schools, either electro-nically (i.e. using video conferencing) or with on-sitevisits.

A part of the outdoor classroom will take the form ofa ‘sensory’ walk. A major component of this projectis to get large blocks of stone from quarries in theCornubian region. This walk takes the form of a‘geological walk’ around the region. The large blocksof stone have been obtained from a variety of sources,both aggregate extraction sites and other mineralsindustry operators. The aims are to stimulate a widerinterest in Earth Sciences and hopefully to encouragemore students to think of the Earth Sciences as apossible career path. This is especially important inthe South-West of England as there are a number ofopportunities in Earth Science as a career and theextractive industry is a major player in the region.


KwaZulu-Natal rocks – a case of an evolving learning resource in SouthAfrica

TANJA REINHARDT1), DEANNA L. METH2), GREG P. WHITMORE3) & ALLAN H. WILSON1)

1) School of Geological Sciences, University of KwaZulu-Natal, Durban, Email: [email protected]) University of Sheffield, Sheffield, United Kingdom,3) URS Corp., Manchester, United Kingdom,

3. Geology of KZN posters (Uken et al. 2000) (wellreceived in English, but needed a Zulu version toreach a wider audience, so a Zulu version wasproduced (Whitmore et al. 2001) (to complementthe visuals, something more hands-on/tangible wasneeded to add meaning and ‘life’ to the maps).

4. Interactive Geology of KZN website(www.geology.ukzn.ac.za/GEM/kzngeol/kzngeol.htm) and completing the project,

5. the Geology of KZN rock boxes.

ReferencesMeth, D.L., Uken R. and Whitmore, G.P. (2002). Promoting

our local geological heritage. KwaZulu-Natal: 3500 millionyears of geological history. Proc. Regional Workshop onTertiary Sector Geoscience Education in Southern Africa.Building regional networks on local expertise, Vasconcelos,L. (Ed.), Maputo, Mozambique, Nov. 2000, 49-52.

Meth, D.L., Uken R., Ware, C.I. and Whitmore, G.P. (1998).The Geology of Durban and environs, GEM, Univ. Natal.

Whitmore, G.P., Uken, R., Meth, D.L. et al. (1999). KwaZulu-Natal: 3500 million years of geological history. GEM, Univ.Natal.

Uken, R., Meth, D.L., Whitmore, G.P. et al. (2000). KwaZulu-Natal: 3500 million years of geological history. Full colourA1 poster, GEM, Univ. Natal.

Whitmore, G.P, Meth, D.L., Uken, R. and Ngcobo, F. (2001),KwaZulu-Natal: iminyaka eyizigidi eziyizinkulungwaneezintathu namakhulu amahlanu yomlando wezokumbiwa.Full colour A1 poster, GEM, Univ. Natal.

In 1993 people from the Geology Department at theformer University of Natal identified the need for geo-logical learning resources in schools. Funding washowever, a problem, and the drive for public under-standing of science, engineering and technology wasyet to be born. Although, the Chamber of Mines hadpreviously produced a box of rocks and minerals asan educational resource, these were high budget, longout of print, and had minimal local significance.

The project was revisited in 1995. The general aimwas to make local geology relevant to people. Untilthen, the bulk of exposure to the earth sciences forthe general public was from countries such as theU.S.A. and Britain. As such, the lack of locally pro-duced and locally relevant teaching aids was identifiedas a large problem (Meth et al. 2002). To stimulateand educate the general public about their local geo-logical environment, the Geology Education Museumin collaboration with the School of Geological &Computer Sciences at the former University of Natalinitiated a variety of projects. The evolution of theseprojects was as follows:1. Geology of Durban brochure (Meth et al. 1998) (a

good relevant starting point, and comprehensive forthe immediate surroundings, but something of broa-der relevance was needed).

2. Geology of KwaZulu-Natal (KZN) brochures(Whitmore et al. 1999) (good as handouts, butsomething larger was needed for classroom tea-ching and general display).


Informal education about geologic materials by means of an exhibitionon “geologic materials in the arts”

JOSÉ SELLÉS-MARTÍNEZ

University of Buenos Aires, Argentine, Email: [email protected]

The giant stone heads found in Central America leadto the explanation of what Andesite is, how did it getits name and also about its geodynamic meaning.The bright green colour of a Russian monumentalstone cup introduces what malachite is and howsedimentary rocks of chemical origin form.The translucency and morbidity of a woman headsculptured in alabaster is the key to the explanationof how gypsum deposits form and how pressure andlow metamorphism work on them.The yellow reflexes of gold in an inca bag for coca -made in the shape of an animal- are so much attractivethat nobody will miss the opportunity to learn aboutnative metals and pre-hispanic metallurgy in América.These, and several others alike them, are the basicconcepts that guided the design of the exhibit in whichScience and Art meet together for the sake ofeducation.

Combining Art and Science has rendered very goodresults when wishing to widespread geological know-ledge through general public and students at pre-university level. This exhibition combines the des-cription of metals, other minerals and rocks (their ores,properties, origin, etc.) and images of master workin stone of different cultures and epochs.

Gold, Silver, Copper, Quartz, Malachite, Alabaster,Marble, Basalt, Obsidian or Andesite are, among manyothers, geologic materials that have been -and in manycases still are- intensively used by artists. Catchingthe interest of the public by high quality, big sizeimages of works of art offers the opportunity toexplain what is the substance they are made of, howthe material is obtained and introduce the visitor tothe world of minerals, rocks and the Rock Cycle, andeven to the identification and interpretation of severalprimary or secondary structures.


From museum to web: The evolution of Earth science outreach at theBritish Geological Survey

DAVID BAILEY1), EMMA WARD & IAN WILKINSON

British Geological Survey, Nottingham, United Kingdom,Email: 1)[email protected]

The BGS has performed an educational role since itsearliest days, opening the Museum of Economic Geo-logy in 1841. However, we have not been able tomaintain a permanent public exhibition in recent years.Here we describe how we have instead adapted ourapproach to earth science education to reach a wideaudience in a cost-effective way.

While educational outreach is not a primary objectiveof a geological survey, we take seriously our res-ponsibility to communicate our science to the widercommunity and to encourage a geo-scientificallyliterate society. And, as an employer, BGS relies on asupply of quality recruits to reinvigorate its researchprograms.

This presentation will:• address what attributes we look for in recruits and,

thus, what we hope educationists will deliver;Email: [email protected] consider, from anemployers’ perspective, constraints on the educatio-nal system from national curricula to the BolognaAccord;

• set out how the BGS is supporting earth scienceeducation at all levels; and

• discuss some of the constraints, not only of cost,but also of expertise and scientific ‘culture’ whichinfluence what we can do.

Our strategy has involved a move from print pub-lications towards electronic, and especially web-based, interactive, resources such as ‘Make-a-Map’,the ‘Geological Timeline’ and our ‘Ask-about-geology’service. We will discuss the pros and cons of paperand electronic resources and will demonstrate somerecent online products.

We will also describe the importance we place ondirect interaction between our scientists and studentsand teachers through school visits and educationalevents; our role in supporting the establishment ofgeo-parks; and the need for our own School of FieldGeology for the teaching of essential field techniques.

Finally, we will explore the potential for new deve-lopments, including resources that draw on develop-ments in 3D visualisation and multimedia.


Milestones in exhibition-planning

SIMON SCHNEIDER1), LUDWIG STROINK, GRIT SCHWALBE & NICOLE ADAMCZAK

Koordinierungsbüro Geotechnologien, Potsdam, Germany,Email: 1)[email protected]

How to prepare a Travelling Exhibition? Which arethe key factors of successful organization? How toget in contact with potential cooperation-partners?

This discourse will highlight some milestones on theway to an informative and exciting exhibition.Experiences made by the GEOTECHNOLOGIENcoordination office within the last three years may bevitally important to realize your exhibition-ideas.GEOTECHNOLOGIEN arranged in 2004 and 2005the travelling Exhibition “In die Tiefe gehen (GoingUnderground)” which was able to show to more than100.000 visitors how scientists observe and use the

underground. This talk will show, how the experi-ences made within the organisation-process lead tothe recently started exhibition “Unruhige Erde(Restless Earth)”.

It is challenging to bring the complex ideas and prin-ciples of geoscientists to a broad, but not onlyscientifically trained visitor-range. Therefore easy andsimple guidelines of preparing information are onfocus of this discourse. The way to an exciting andstill informative exhibition and the hurdles to take willbe pointed out.


A comparative study on the structures of exhibition scenarios of naturalhistory museums: Earth science-related topics

CHAN-JONG KIM1) & SUN-KYUNG LEE

Seoul National University, Department of Earth Science Education, Korea,Email: 1)[email protected]

The purpose of this study is to identify and comparethe structures and content of exhibition scenarios infour natural history museums with regard to infor-mal earth science learning material. Data are collectedfrom the Earth Science-related topics of AmericanMuseum of Natural History at New York, AustralianMuseum at Sydney, Smithsonian Museum at Was-hington D.C, and Seodaemun Museum of NaturalHistory at Seoul. The exhibition scenarios at the Na-tural History Museums are explored by means of amacro- and micro-analysis. On the macro-level, titles

and contents of the exhibition are analyzed forprologue, development, and epilogue of the scenario.On the micro-level, scientific arguments for expla-nations presented in exhibition panels are analyzedthrough the lens of Toulmin’s framework. The resultsof this study show that there are some differentcharacteristics in the way of presenting stories withinformation data in exhibitions. It also shows thatlogically structured scenarios reflecting learner interestis essential to the understanding of science teaching-learning materials.


The effect of using simple equipment on the acquisition of plan mapconcepts in the vocational schools

ESKANDAR FATHI-AZAR

Educational Technology Department, University of Tabriz, Iran,Email: [email protected]

The purpose of this study was to investigate the effec-tiveness of using simple equipment on teaching planmap concepts as a main topic in a surveying courseof vocational education. Six groups of students, en-rolled in the surveying course, were randomly selectedand pre-tested to examine their experience on planmap concepts. Three groups received traditionalmethods of teaching and used theodolite in plan map-making, while the other three used simple equipment

as an extra fieldwork activity. At the end of thesemester, all participants were post-tested. Asignificant difference was found between experimen-tal and control groups on post-test scores. Also, therewas a significant difference between the two groupswith respect to students’ high-level understanding ofplan map concepts. The use of the simple equipmentwas strongly recommended in science and vocationalschools to overcome some main problems.


Relating current geoscientific research topics and public interest inregional geo-phenomena

ANDREAS BERGNER

Universität Potsdam, Germany,Email: [email protected]

Thematic fields of geosciences undergo a transfor-mation in the 21st century. In the course of worldwideglobalization, continuing shortage of natural resourcesand related environmental stress, public awareness andpolitical interest are mostly related to new geo-tech-nical solutions and reliable probability models. Suchsolutions are considered to elucidate current problemsin resource management, infrastructural extension andenvironmental vs. climatic change. Consequently,technically oriented geosciences are more in the focusof public awareness than classically more question-oriented fields. However, at the same time, Europeansocieties develop an increasing interest in naturalphenomena which are observed in their personalsurroundings. In terms of geosciences, this newinterest is not related to technical solutions, butfocuses on specific and much more local geo-phe-nomena, such as exposed rock deposits and quarries.The main objective herein is to interpret suchphenomena in the regional context of landscapeformation and cultural history. An increasing numberof popular-scientific geoexcursions, newly formed

national Geoparks and museums as well as upcomingEarth science media (print media and TV) illustratethe significance of such public interest.Comparing the present-day intent of moderngeosciences and the public interest in geological,geophysical and mineralogical phenomena, a discre-pancy exposes between current research topics andits public awareness. Often scientific laymen do notunderstand the relation between present-day researchfocuses and their social, regional and/or personal rele-vance. To overcome this dilemma, a coupled instruc-tion of geoscientific topics in regional and global contextis required. As far as regional geological, geophysicaland mineralogical phenomena are explained in theirlarge-scale geoscientific background, societies willrealize the relation between globally and moretechnically oriented modern geosciences and regionalsmall-scale natural exposures. Obviously, leadingresearch institutions are requested to provide popular-scientific explanation of their current scientificobjectives which allow an easy application on better-known regional phenomena.


Earth caching – Earth science geocaching

GARY B. LEWIS

Director, Education & Outreach, Geological Society of America, Boulder, Colorado, USA,Email: [email protected]

Finding a way to attract the general public to becomemore aware of the importance of science in theirenvironment is a difficult task. The broad socio-eco-nomic spread of our society, the range of educationalbackgrounds, and the vast choices that our societyoffers to members of our community make it difficultto capture groups to raise awareness. To really makean impact, structured activities are needed, throughwhich the science message can be promoted.

Other than some family-based museum programs,there are few opportunities for families to participatein self-directed informal education activities. Onesuch activity, however, is Geo-caching. Geo-cachingis an outdoors phenomenon that is growing rapidlyworldwide. It is an adventure game for GPS usersand consists of the creation and placement of physicalcaches by players, and the subsequent searching andlocating of these caches by other players. All thedetails about each cache is recorded on a website.Currently there are more than 230,000 caches hiddenworldwide.

Earth caches are education-based virtual caches. Thecache is the location itself, and features a uniquegeologic formation or process. Caches are located inboth urban and rural settings, on private or public landssuch as national parks and forests. People who searchfor the Earth-caches obtain educational notes aboutthe sites and activities related to the site from thewebsite. Earth-cache visitors will log their findingson the web site after their visit. Many will go on todevelop their own Earth-caches and therefore increasethe impact.

Earth cache sites will illustrate the wonder andimportance of geosciences in understandingenvironmental and natural resource management.Positive science-based learning experiences mayinfluence the education and career choices made bythe next generation of citizens.

Earth caching has been developed by the GeologicalSociety of America in association with GroundspeakINC and other partners


Engaging the public on a GEOTIME trail – a case example from Waterloo,Ontario, Canada.

ALAN V. MORGAN

Department of Earth Sciences, University of Waterloo, Waterloo, Ontario Canada,Email: [email protected]

Urban development is accelerating in southwesternOntario, particularly within commuting distance of To-ronto. One such area is in the urban conurbation ofKitchener-Waterloo, some 100 km west of Toronto.Urban growth often comes at the expense of ruralareas. This leads to conflicts over greenspace, natu-ral habitats, sensitive landscapes and can threaten localwater supplies.

In order to help raise public awareness of environ-mental conflicts and to promote a better understandingof the basic geoscience concepts behind these con-cerns a series of “talking” signs were created for theCity of Waterloo to help educate the public about theimportance of the local moraine and its aquifers andaquitards. Building on this came two additional initia-tives. The first was to establish a 4.5 km trail to helpstudents from local schools and the universities as well

as the general public, understand the immensity ofgeologic time. The trail will ultimately have 40 signsspanning 4.5 billion years with each meter of the trailrepresenting one million years. Signs are correctlypositioned along the trail to provide key insights intogeological events that have influenced the world, andin certain cases, regions of Canada. These signs aretied to more lengthy explanations that can be ac-cessed through the Internet.

The second initiative is to provide an explanation ofthe biological and stratigraphic position of fossili-ferous blocks of Devonian rocks that have beenintroduced as retaining walls along steeper sectionsof the trail. These are also tied in to a web site, andallow students to explore fossiliferous units since thelocal bedrock is deeply buried beneath a cover ofglacial deposits.


Scientific public understanding of ancient gold mines in Portugal

CLARA VASCONCELOS1), ALEXANDRE LIMA, JOSÉ BARROS, ALEXANDRA MENDONÇA & NATÁLIA FÉLIX,

Department/Centre of Geology of Oporto University, Portugal,Email: 1)[email protected]

Developed by a multidisciplinary group, the researchproject upon which this communication is preparedconsisted of divulgation of a number of Mining-Geo-logical aspects that can be observed in Castromil GoldMines, in Paredes – Portugal. There, one can find agold ore deposit, which was discovered and inten-sively exploited at least since the Roman occupationof the Iberian Peninsula. The aim of the study was topromote scientific public understanding within a tra-ditionally rural region, characterized by a recentprocess of industrialization and a huge deficit inscientific knowledge. The main objective was to con-tribute to the knowledge of Geology/Ecology throughthe conception of scientific-didactical material regar-ding geological aspects and the significance of localand regional habitats, thereby facilitating a betterevaluation of the environmental impacts on society.The study culminated with field visits, and includedthe accomplishment of the following tasks:

(i) literature review; (ii) public divulgation of theproject; (iii) documentation and description of thevarious mining-geological aspects through geological

cartography; (iv) production of field guides; (v)underground visits to the mine; (vi) construction andapplication of questionnaires designed to evaluate theactivity. Additionally, an exposition took place,involving the design of (i) posters; (ii) experimentalmodels (explaining the formation of benches, fossils,folds, geological faults); (iii) 3D virtual models(explaining the formation of ore deposits and othercomplex processes); (iv) DVD-Rom compiling all theinformation, and its set-up in the facilities madeavailable; (v) boards related to the local biodiversity;and (vi) interactive guides accompanying theexposition, based upon the scientific-didactical studiespreviously developed. Beyond the divulgationpreviously mentioned, prepared with a view toupholding the environmental impacts in the region, theproject focused on promotion of a local tourism,attempting to improve the economic conditions in theregion. As a final objective, the team aimed tosmoother the progress of similar projects, to takeplace in other mining areas in Portugal, therebycontributing to the promotion of geological scientificculture.


Development of teaching materials and methods concerning naturaldisasters from the viewpoint of geoscience educational partnershipin Japan

TATSUYA FUJIOKA1) & HIROO NEMOTO2)

1) Graduate School of Education, Joetsu University of Education, Japan,2) Graduate School of Science, Osaka City University, Japan,1) Email: [email protected]

We discuss the partnership which the universities ofeducation have to construct with other educationalinstitutions or schools for the solution of recent geo-science education problems.At first, a significance of geoscience education con-cerning natural disasters is discussed as an exampleof “the Niigata Flood Disaster on July 13, 2004”occurredat Sanjou City in Niigata Prefecture, Japan. It seemsreasonable to conclude that the Voluntary Activitiesare important especially for the universities of edu-cation when natural disasters have occurred. Not onlyat a rural area but also in an urban area like Osaka City,we should notice that the river environment is usefulfor the observation from the point of view of geo-science education. Moreover, we should not overlookthe role of prefectural education centers of these days.Secondly, we discuss the in-service teacher trainingfor the step towards the improvement of geoscience

teaching. For instance, we wish to show the signi-ficance and problems of the Science Partnership Pro-gram from the point of view of practice in the in-service field training of teachers around the RokkoFault and the Nojima Fault in Hyogo Prefecture, Japan.In these areas, many people were injured by the 1995Hyogoken nanbu (Kobe) earthquake. Many traineesin this program learned about natural landscape andnatural disasters. This program makes it clear thatpartnership between scientists and the staffs in edu-cation center is very important for the effective in-service field training of teachers.

The universities of education have to advance not onlycoordinating with schools and other educational fa-cilities, but also cooperating with prefectural educationcenters. Moreover, they should consider the retrainingand promotion of their staffs under the collaboratingwith other educational institutions.


The Hercynian Orogen in Europe: towards a European Geopark

JÖRN H. KRUHL

Technische Universität München, Munich, Germany,EMail: [email protected]

The Hercynian orogen is the backbone of Europe. Itsmountain chains cover large parts of central andsouthern Europe and form the basis of the Alpineorogen. The Hercynian period spans nearly 250 Maand its morphological moulding to the present land-scape approximately the same period. The variety ofgeological structures and processes comprises (i) asmall-scale pattern of mountains, (ii) exposures ofdifferent levels of the continental crust as well asexposed relics of oceanic crust, partly exhumed fromthe upper mantle, (iii) a variety of large-scale geologicalprocesses: magma generation, plutonism and volca-nism, compressional and extensional tectonics,including folding and nappe formation, basin for-mation and sedimentation.

It appears attractive to take this multifaceted geo-landscape as an open-air textbook for the public. It isnot essential to form an agglomerate of independentgeosites but to create a network of geosites whichare linked on a textual level and would represent a true

‘European Geopark’. Based on a didactical concept,such geo-park may constitute a valuable instrumentto increase the public understanding of geologicalstructures and processes and the formation of land-scape. Such a geo-site network should emphasise therelationship between geological complexity and thecomplexity of culture in Europe.

In practise such a geopark would be built by a numberof single geoparks or geosites which would com-plement one another in order to provide a compre-hensive overview on principle geological structuresand processes and form a textual unity. Naturally, thelink between the different parts of the European geo-park is not formed not so much on an administrativelevel but mainly virtually through the internet and bya series of printed matter. A continuous evaluation ofthe geopark by an independent European board shouldbe assured. Further details of the concept – didactics,possible sites, etc. – will be presented and discussed.


.


Best pratcise in geoscience instruction inclusive field trips

and teaching biology, chemistry and physicsthrough an Earth context

Chair: Alan Morgan & Horst Bayrhuber


The GLOBE program in Germany

MARK MÜLLER & BIRGIT RADEMACHER

IPN Leibniz Institute for Science Education, Kiel, Germany,Email: [email protected]

GLOBE (Global Learning and Observations to Benefitthe Environment) is a worldwide hands-on, school-based education and science program involvingstudents of primary and secondary schools throughoutthe world. The program started in 1994 in the U. S.and focuses on the study of the Earth as a system.Since then students and teachers from over 17,000schools in more than 100 countries are measuringenvironmental parameters at or near their schools andare reporting their data through the Internet.

GLOBE is designed to use environmental research asa means to enhance environmental awareness and toimprove student achievement in basic sciences likebiology, chemistry, physic, mathematics and geo-graphy. It furthermore aims for educational use oftechnology. GLOBE trains teachers to teach studentshow to take measurements of environmental para-meters at quality levels acceptable for scientificresearch.

Student-collected GLOBE data is freely accessiblethrough the web and can be used for scientificresearch and for educational purposes in classrooms.GLOBE gives students numerous opportunities topractise and discuss science in partnership withscientists.

The presentation of GLOBE on the geoscied5 - con-ference will give an introduction to the GLOBE - pro-gram, his types of measurements and a brief summaryof more than 10-year of GLOBE in Germany. Theway GLOBE can contribute to improve geoscienceeducation will be discussed. As the GLOBE-Germanycountry-coordination moved to the Leibniz Institutefor Science Education at the University of Kiel (IPN)in 2005 synergy effects with other IPN-projects like“System Earth” will be one focus of the presentation.Furthermore first results of a GLOBE-Germanyevaluation run, which is to be accomplished in spring2006, will be presented.


Our eye in the sky –

METEOSAT images and the international GLOBE project

VOLKER HUNTEMANN

Wolfgang-Borchert-Gymnasium, Langenzenn, Germany,Email: [email protected]

This project started more than 15 years ago as anoptional course called “Satellite Geography”. Our aimwas to make use of satellite images in the classroom.Realizing that there was a tremendous range of areasof application, we soon concentrated on the analysisof METEOSAT images. Our aim was to find out moreabout the sequences of the weather in central Europe,to do our local weather observations, to compare themwith the satellite images and to produce our ownweather forecasts.

At the end of 1996 I took part in the training pro-gramme for the GLOBE (Global Learning and Obser-vations to Benefit the Environment) project. As acertified GLOBE teacher you are qualified to guidestudents in taking GLOBE environmental measure-ments, reporting GLOBE data and using GLOBEenvironmental images. All these activities are pursuedin the interest of achieving the objectives of theprogramme: to enhance environmental awareness

throughout the world, to contribute to scientificunderstanding of the Earth and to improve standardsin science and mathematics education.It became clear that our optional course “SatelliteGeography” could support the GLOBE project withits data from the digital local weather station. The otherfields of data could be integrated into the activities ofour school (regular lessons in “Nature and Technics”in grade 5 and geography lessons in grade 11).The optional course is formed by a group of 10 – 12students every school year. There should always bea good mixture of students from all grades between7 and 13. This course has always been co-educative.Teamwork should be a basic skill. It takes place fortwo lessons on one afternoon per week. If studentswant to concentrate on some enhanced work or ifthey want to take part in the national competition“Young People’s Science Fair”, additional time isrequired.


Geoecological investigation of a small creek: An interdisciplinary project ofthe 12th grade

RAINER LEHMANN

FWS Hannover-Bothfeld,Email: [email protected]

Since summer 2004, the students of the 12th classesat the Waldorf-School Hannover-Bothfeld, Germany,are carrying out a scientifically based survey of ananthropogenically influenced and straightened creek,the Laher Graben. The approach of the project is in-ter-disciplinary. It is situated between physicalgeography, biology and chemistry lessons. Aim is tointroduce the students into theoretical and practicalscientific working methods.Topics are:• Historical development of the Laher Graben• Water quality, input and transportation of harmful

substances, monitoring• Structure of the trench, behaviour of flow, dis-

charge• Re-naturalization of the creek bed: Meander, flood

plain, biosphereUsed methods are:• Interpretation of historical maps• Field work: Measurements, taking samples of water,

sediment and organisms• Labour work: Chemical analysis of water, sediment

and soil

• Planning and calculation of meanders• Data management and design, evaluation of resultsFuture planning:• Positioning of dead logs in the channel• Further monitoring of water quality, structure of

meander development and biosphere

The students work on a subject in the school’s neigh-bourhood, which they know since about 12 years.They learn correlations and interrelations between thenon-biotic geosphere and the biotic parts of a smallriver system. In summer 2005, the Laher Graben wasrenaturalized by the city of Hanover. Experiences withthe students have shown that they are very committedto the lessons because of the direct relation to thesubject and the combination of practical and theo-retical work.

Cooperation takes place with the Deutsche Umwelt-hilfe (German environmental aid) in the project “Schu-len fuer eine Lebendige Weser” (Schools for a livingWeser river) and with the town of Hannover, Germany(Office of town drainage).


Earth system science teaching for geology and geography undergraduatestudents in Campinas, Brazil

CELSO D. R. CARNEIRO1) & PEDRO W. GONÇALVES

Institute of Geosciences, The State University of Campinas (UNICAMP), Brazil,E-mail: 1)[email protected]

Earth system science is more holistic and integratedthan a conventional introduction to Geosciences. Weare endeavoring to improve teaching about the ter-restrial spheres for geology and geography studentsattending the State University at Campinas, São Paulo,Brazil, by means of better describing the relationshipbetween nature and human society. We believe that itcan help to give a geologist a more informed socialview and, at same time, enable a teacher of geographyto better face the challenges of teaching. Each yearwe introduce geological knowledge to up to 70 newstudents who are enrolled in a professional programto prepare geologists and teachers of geography. Thecourses we are involved are called Earth systemscience – I and II – , and they form the initial geo-logical courses for these students. We want all stu-dents to be able to understand how the Earth works

as an integrated system and how the different systemsare interrelated. The interconnections between geo-logic and geographic studies are needed to allow stu-dents to understand Earth systems because, in thisway, they can gain knowledge and experience fromtheir self-interest. Field and laboratory activities arean essential component of the teaching experience inEarth system science. Recent changes in our academiccurricula have forced adaptation of separate disci-plines to include Earth system science. The newsituation has left the separate disciplines with slightlyreduced classroom time. It did not affect however theprimary disciplinary concepts which include anunderstanding of linkages between science, tech-nology, society, and environment, and the under-standing of historical and epistemological aspects ofmodern studies on the dynamics of planet Earth.


The didactical transfer of basic knowledge in plate tectonic at schools:a new approach

ULRIKE MARTIN1), ANDREAS AUER & GERNOT KÖCHER

Geozentrum an der KTB, Windischeschenbach, Germany,Email: 1)[email protected]

The Earth has three layers: the core, the mantle, andthe crust. Rigid plates, called the lithosphere, are madeof the crust and the uppermost mantle. The platesmove on the softer, convecting mantle called theasthenosphere. Plate margins are identified by thedistribution of earthquakes and volcanoes. There areseven major plates and 20 smaller plates. Plates movetowards, away from, or slide past each other.

The model here introduced is based on a world mapcontaining topography and plate boundaries andcross-sections developed at the geoscience educationcentre at the KTB (continental deep drilling project).The novel aspect of the exercise is the „jigsaw“manner in which pupil groups access the map andcross-sections through the Atlantic or the Pacific anduse them to discover, classify, and describe plateboundaries, layers of the earth, rock types related to

special regions, distribution of volcanoes on earth.Supported is the jigsaw fit puzzle by a collection ofrock samples, a library and a collection of photosrelated to special geological settings.The exercise is based on observation and description,which makes it useful at a wide variety of levels. Thematerial is not consumed during the exercise, whichmakes it inexpensive in use. Because the exercise isnot based on the access to the web, it is not dependenton classroom technology equipment. The length ofthe exercise varies depending on the grade of diffi-culty, and involves the pupils in making presentationsto one another in small groups as well as to the wholeclass. The pupils come away from the exercise withknowledge of the key features of the plates and theirboundaries and a sense of why each looks and actsthe way it does.


Controversy-based Earth science

YOSHIO OKAMOTO

Tennoji high school attached to Osaka-Kyoiku University, Japan,Email: [email protected]

Geoscience education in Japan, especially at seniorhigh school level is on the road to extinction becauseof the long decline of the students who select it andof the teachers who have geoscience background(Okamoto, 2004). Although a lot of effort has beenmade in geoscience education the trend continues todecline. Therefore, urgent actions are necessary. Ourstudy is the one of these efforts by which the studentsmight change the perception of geoscience and whichalso provides a new viewpoint to the geoscience com-munity for education and outreach. For this purpose,we introduced some controversies as baselines in ourgeoscience class which are now considered crucialamong researchers. We choose three controversiesfrom various field as follows; i) “earthquake pre-diction”, ii) “dinosaurs extinction”, and iii) “globalwarming or climate changes”. Those issues belongto the fields of geophysics, geology or paleontologyand climatology or oceanography. The first debateshows us the difficulty of interpreting noisy orunreliable data and also the mysterious chaotic orcomplex behaviour of nature. The second debateshows how the best collaboration of high technologyand devoted geological field investigations can revealthe secrets of ancient Earth. The debate also illustratesthe modern confrontation between uniformitarianismand catastrophism. The third shows the complicated

earth-ocean-climate coupling derived from rapid deve-lopments of numerical simulation employing super-computers and precise observations from satellites.We introduced these controversies to provide back-grounds for additional discussion involving basicknowledge about the Earth sciences or even resear-chers’ characters and popular gossip. The contro-versies also reflect the relation between science andsociety, which is getting more and more important in21st centuries. The students can understand, throughthese debates, how to study Earth science or howfamous scientific theories are constructed andestablished. Also we can recognize the painstakinghuman process during confirmation of theories.Moreover these debates question whether; i) disas-trous catastrophes may be predicted in the near future.ii) what science can deliver to society and whetherthese results can be regarded as reliable or sceptical.iii) the deterministic or probabilistic existence of ourcivilization. In other words, these debates relate directlywith keeping our peaceful and convenient daily lives.The issues involve philosophy, economics, politics andeven religion showing the benchmarks of ourcontemporary knowledge and thinking. So, thedebates are quite interesting and fascinating not onlyfor science-oriented students but also for non-science-oriented ones.


From access to throughput: A change in policy and practice for teachingfirst-year geology at the University of the Witwatersrand, Johannesburg,South Africa

GILLIAN R. DRENNAN1) & P. DIRKS

School of Geosciences, University of the Witwatersrand, South Africa,Email: 1)[email protected]

In the eighties and nineties it was important to thegovernment and tertiary institutions alike to increasethe access of students from previously disadvantagedbackgrounds to tertiary education. The University ofthe Witwatersrand introduced a number of inter-ventions and the Faculty of Science initiated a two-year bridging program called the College of Science.Students that successfully completed the programwere admitted into the second year of the mainstreamBSc program i.e. a four-year BSc degree. The successof the college program lay in small group tutorials inwhich students were involved in problem-based, self-learning exercises. Initially students received exten-sive structured support but as they progressed thescaffolding was reduced to promote independentlearning. The college Earth sciences program enjoyedgood success rates with around 70 % of learnerspassing the first year and between 80 and 100 %passing the second year of the program. In recentyears up to 20 % of Geology honors students havebeen ex-college Earth sciences students.

Changes in policy

For many years the student body in the School ofGeosciences has been representative of the demo-graphics of the country and the need to increaseaccess to previously disadvantaged individuals wasnot an issue. The majority of first-year learners,however, are ‘English second-language students’ whohave not been exposed to geology at school level.

Many of them are from rural backgrounds whereacademic skills were poorly taught. The School ofGeosciences recognized the need for the introductionof study skills into the first-year program in order toaddress the issues associated with this transformation.Consequently, communication skills, time manage-ment skills, life skills, as well as subject-specific skills,were introduced so that all first-year geology studentswould benefit from a College-type experience. TheSchool of Geosciences was the first, within theFaculty of Science, to introduce such a shift inteaching policy and other schools have now embracedsimilar teaching approaches

Change in philosophy

Since 2005 College Earth Sciences tutors haveredesigned the first-year mainstream teaching pro-gram to be more akin to the College Earth Sciencesprogram. The emphasis has shifted towards aproblem-based, self-learning course with continuousassessment playing an important role in the successof students. Skill training forms an integral part of thecourse with content serving as a vehicle for in-troducing both life skills and academic skills. Studentswho have little or no prior knowledge with regardsthe subject matter of geology are invited to participatein additional small-group tutorials. The students enjoya more personalized relationship with the tutors whoare also involved in lecturing these students. The first-year program was positively assessed by students.


Developments in tertiary level geoscience education in the UK

HELEN KING

Higher Education Academy Subject Center for Geography, Earth & Environmental Sciences (GEES),United Kingdom,Email: [email protected]

UK tertiary level education has been subject to manychanges over the last few years. These have been ledmostly by Government initiatives and agendas and achanging student population. The Subject Center forGeography, Earth & Environmental Sciences (GEES)is part of one such initiative: the Higher EducationAcademy, whose mission is to help institutions toprovide the best possible student learning experience.

Approximately 2/3 of geoscience graduates enter em-ployment not directly related to their degree subject.This, together with the shared belief that universitieshave a role to play in providing graduates who cancontribute to the knowledge-based economy, is oneof the main driving forces behind the introduction of‘employability’ skills within the curriculum. Theseskills include presentation, communication, team wor-king and also more ‘business-specific’ aspects suchas enterprise and corporate / social responsibility.Additionally, sustainable development is becomingincreasingly higher profile at all levels in UK education

and faculty are being encouraged to include it in allsubject curricula. The GEES Subject Center has de-veloped a variety of resources in these areas whichare available on-line at http://www.gees.ac.uk/The student population has changed considerably overthe last 10 years or so. They now represent a widerrange of socio-economic backgrounds, many arejuggling their studies with part- or full-time work, andmost have experienced a very different youth cultureparticularly in terms of technology. As there are rela-tively few connections between secondary and ter-tiary education it can be easy to lose touch withstudents’ prior learning experiences and currentlearning needs. To help with this process the GEESSubject Center is leading a research program explo-ring the conceptions that school students have of thedisciplines.This presentation will discuss these current key issuesand share information on current GEES Subject Cen-ter resources and projects.


Creating an understanding of how to effectively convey geo scientificconcepts to tertiary education students who are culturally, linguistically,socially and academically diverse.

TRACEY MCKAY

Environmental Management and Energy Studies University of Johannesburg, Department of Geography,South Africa,Email: [email protected]

Informed by the work of Zamel (1988) and Biggs(2000) it is clear that university departments andlecturers need to change the way in which informationis conveyed to students (didactics), as well as the kindof information conveyed (relevancy) to ensure thatstudents who come from a wide range of back-grounds engage with the material, develop geoscientific skills and elect to enter professional geoscience career paths. To this end, a rigorous studyof current course material is required to ensure thatthe content is of such a nature that it develops geoscience core knowledge, but is also relevant to thelives of a wide range of students. The department andthe lecturers also need to engage in alternative didacticsto ensure student success, as the ‘traditional formula”of lecture and tutorial style teaching is ineffective inthe new reality of the modern university. In this studyof a geo science course at a South African university

it was found that making these changes were bothnecessary but difficult to implement. Lecturers anddepartments who face this challenge have to engagewith institutional resistance, institutional inertia andlack of professional support for such initiatives. Forinstance, many university staff are of the opinion thatdiversity in the student population should not be afactor in the creation, development and presentationof courses, but that students should rather “adapt”to departmental “traditions” as these “traditions” areseen as academically sound and, therefore, justified.Balancing these two opposing forces is now a chal-lenge facing most academic departments in manyuniversities around the world. Thus, this paperaddresses firstly the rationale for making changes toaccommodate a diverse range of students and,secondly, examines possible strategies that could beemployed to make the changes.


Maps across the curriculum: a South Carolina model

JOHN R. WAGNER

School of the Environment, Clemson University, USA,Email: [email protected]

The SC MAPS project (South Carolina Maps andAerial Photographic Systems) is an award winningmiddle school Earth science curriculum packageproduced through collaboration among a variety ofstate agencies, geoscientists, and educators. It wasdeveloped originally to help students visualizerelationships between South Carolina geology andstatewide patterns of land use and development byinteracting with a variety of cartographic products andremotely sensed images. These products range fromtopographic and shaded relief maps to high altitudephotographic and satellite images, which togetherserve as the framework for hands-on student learningactivities. Each of the five major landform regions ofSouth Carolina is illustrated by one or more local studysite representatives of that region. Each site highlightsareas of geological or historical interest and containsfeatures that are clearly visible on high resolution infra-red aerial photographs and/or infrared satellite images,as well as on topographic maps. A separate set ofspecial purpose maps and images of the entire stateprovides information on topography, geology, soils,land use/land cover, and cultural features. Middle

school students use classroom sets of these carto-graphic products, laminated for repeated student usewith wet-erase pens, to investigate the influence ofgeological and cultural processes on landscapes of thepast, present, and future. A Teaching Manual containsnarrative background information and sets of studentactivities and exercises, which are keyed to the variouscartographic products. The expanded SC MAPSmaterials model current middle school initiativestowards providing interdisciplinary team approachesto learning. Using the geological framework of SouthCarolina as the basis for thematic study, new curri-culum components emphasize social studies (historicaland economic data), mathematics (computational andproblem solving skills), language arts (storytelling andcultural diversity), as well as science (environmentalconcerns). Pedagogical strategies such as cooperativelearning, constructivism, and performance-basedassessment are incorporated within the program. Theemphasis on local and statewide concerns stimulatesstudent interest and involvement and providescommon ground for interdisciplinary problem solving.


Excursions and field trips as a core interactive method in school,university, extracurricular and adult Earth science education

GÖTZ HEINRICH LOOS

Biological Station of Western Ruhrgebiet (Biologische Station Westliches Ruhrgebiet), Oberhausen, Germany,Email: [email protected]

Excursions and field trips are proved to be an effectivemethod in geographic education, especially in teachingand learning more complicate aspects – like ecologicalcontext including its network and system approaches.The interactive structure of a well-prepared andmanaged excursion consists of a triangle of relation-ships: Teacher / lecturer – student – objects. In schoolor university lessons or lectures there is (or shouldbe) a dialogue between the teacher / lecturer and thestudent, while the objects (the learning objectives) aretheoretical – or (in modern electronic learningconcepts) could be studied in virtual reality. Teachingin the field implies the mentioned dialogue, butadditionally the objects could be studied in the genu-ine reality and it is possible to discuss and practisedirectly comprising the objects.

Though the participants of the excursions are of dif-ferent groups (from Elementary School pupils –exceptionally also Kindergarden children – to adultamateurs of all ages), the methodology is always thesame. Evaluation of learning success of universitystudents from different study grades within excursionsover seven years has pointed out that the learningsuccess was higher than from lectures. While it wasdifficult to get contextual explanations of aspects thatwere only treated in lectures, it was much easier forthe students to explain facts and context remembering

the real objects. Significantly, some aspects, whichwere only explained during excursions, withoutillustrating them by real objects, are as forgotten asfacts from lectures. The combination of differentobjects seems to be more instructive for pupils, if atleast one part of them is a living object (especiallyanimals); but if you choose such objects, it is possibleto teach more earth science in context of all com-partments (the way pupils are instructed on extra-curricular excursions e. g. by Biological Stations).

An important part of the methodology of excursionteaching / learning is a kind of connectional teaching/ learning by telling / listening to stories. Such storiescould be of a short anecdotic character or a longerstory (for example: introduction of potato in Europe).While the learning success of university studentsseems not to depend on such stories exclusively, theremembering of the excursion topics by adult amateursis often built on stories like „corner stones“ of remem-brance. Finally, it is a remarkable observation that inmixture excursion participant groups (students andadult amateurs), the amateurs animate the dialogue inmost cases, while discussion contribution or questionsof students are only few. But in pure student excur-sion groups every group is different (some are quietat all, some like to discuss or ask as „typical“ adultamateur groups).


Teaching material development of TV programs for Earth systemseducation and fieldwork

MASAKAZU GOTO

National Institute for Educational Policy Research of Japan, Curriculum Center, Japan,Email: [email protected]

I have developed 10 Television programs for outdooreducation (fieldwork) for children at the ages of 10to 15 years in collaboration with the nationaleducational broadcasting association. The ten pro-grams cover mineral hunting, fossil and rock hunting,adventure on the river, nature study in the mixedforest, nature study in the dry beach, nature study onthe rocky seacoast, nature study in the paddy field,nature study in the park, etc. These TV program werebroadcast throughout Japan for children’s study inlocal nature settings. They also include the corecontent, competencies, and habits of mind that EE andESD should support. Children understand how tostudy their local nature and work together to con-tribute to conservation and sustainability of naturethrough watching the various segments. After wat-ching the programs and acting locally throughstudying local environments, children can foster theenvironmental literacy that allows an understanding

of their life styles and introduces the concepts of careand stewardship for the Earth. The programs areinteresting and have been well-received by some2.500.000 children all over Japan. They have also beenused by a number of elementary and secondaryteachers for their science lessons and outdoor orenvironmental education throughout the country. Ihave also developed some additional thoughts by usingone of these TV programs and by implementing andevaluating the quality of the TV program in my cur-riculum and practice. I have also made use of themfor in-service teacher’s training workshops for novicescience teachers in Japan. These TV program areevaluated as being very useful for children and tea-cher’s education. I will have a presentation about TVprogram development for Earth science education andenvironmental education, my educational practice withthem and assessment of it.


Geologic problem solving in the field: Student mapping strategies shownby GPS tracks

ERIC M. RIGGS & CHRIS C. LIEDER

Department of Geological Sciences, San Diego State University, USA, Email: [email protected]

Field mapping and problem solving are among themost essential aspects of geoscience education. How-ever, many students find these complex skills difficultto master. Students must visualize the landscape froma map, work to discover structural and lithologicinformation, create integrated models of their fieldarea from prior knowledge and new, often incompleteinformation, and then re-encode this information asa geologic map. Independent map tests also requirestudents to do these tasks under time pressure andphysical stress. We have a poor understanding of howstudents gain field expertise, and educators have fewmeasures of student thought processes other than finalmaps. Cognitive models developed in studies of Natura-listic Problem Solving apply well to geologic mapping,as problem solvers must be able to 1) identify rele-vant features, 2) elaborate on findings using priorknowledge, 3) plan strategies for gathering moreinformation, and 4) execute their plans. We presentevidence that these problem solving stages are seenin GPS tracking of student movements duringgeologic field exams, especially when augmented by

analysis of student maps, field notes, and post-exa-mination interviews. We analyzed GPS data collectedfrom units worn by students constructed density plotsof key locations relative to the underlying geology, andconducted speed/dwell time/trajectory analysis ofstudents’ navigation. Results show that successfulmappers maximize the total number of key locationvisits by planning traverses which minimize pathrepetition, maximize chances to test multiple hypo-theses, and take advantage of topography. Successfulstudents also show evidence of longer stops at keylocations and use efficient traverses, which maximizefield area coverage. GPS analyses are corroboratedby student interviews about mapping sessions, andby analysis of student map accuracy and the qualityof field notes. Our study provides a new, externalmeasure of field mapping skill, and potentiallyprovides new tools to help students better developproblem solving strategies and spatial skills. It alsoprovides a means to better understand the evolutionof geologic field skills.


Internet and multimediain geoscience education

Chair: Bronte Nicholls & Sylke Hlawatsch


E-learning in the geography, Earth and environmental science (GEES)disciplines: A practitioner survey in the UK

DEREK FRANCE & STEVE FLETCHER1)

University of Chester, Southampton Solent University, School of Maritime and Coastal Studies, United Kingdom,Email: 1)[email protected]

This paper will provide an overview of the findingsfrom a national survey of GEES practitioners basedin higher education (HE) institutions throughout theUK to establish the current use, re-use and develop-ment of e-learning materials. The research was fundedand co-ordinated by the Higher Education AcademySubject Centre for Geography, Earth and Environ-mental Sciences. It was found that most practitionerscommonly used email and PowerPoint, but far fewerused online discussion or assessment methods. Mo-tivations to develop e-learning materials in the GEESdisciplines primarily related to improvements in per-sonal and teaching efficiency, but there were nume-

rous barriers impeding the realisation of such benefits.Barriers included limited personal technical know-ledge, lack of departmental and institutional support,and perception of significant time required to developnew materials. In order to overcome these barriersand to encourage re-use of e-learning materials, theGEES Subject Centre through valuing e-learning, hasprovided resources and support for practitioners. Thispaper summarises the key findings of the nationalsurvey and outlines the support provided by the HigherEducation Academy Subject Centre for Geography,Earth and Environmental Sciences.


Embracing “climate change” in high school science curriculum

YI-WEN HUNG1) & YING-SHAO HSU

National Taiwan Normal University, Department of Earth Sciences, Taiwan,Email: 1)[email protected]

There are three key topics identified for consideration:the questions of “why,” “what,” and “how” to embrace“Climate Change” in high school science curriculum.

Why Climate Change should be included? It beginswith two events, El Nino and global warming. El Nino,coming about every several years and making theclimate system anomalous globally, has called a lot ofattentions from 1970’s. In addition, global warming,as another popular topic in the past two decades, hasraised much more controversy for the uncertaintiesof causes. These two events play important roles inthe issue of Climate Change that had urged theemergence of Earth System Science. As aforemen-tioned, Climate Change is important to students’everyday lives and, thus, also an essential scientificliteracy for 21st century.

With new understandings through observation data,the climate system is considered non-linear in nature.Moreover, there are three limits in understanding theclimate system: (a) a partial understanding about the

nature of the climate system (i.e. a lack of obser-vations); (b) a partial understanding of how bio-physical processes operate in the climate system; (c)a partial understanding of how anthropogenic gaseswill evolve in the future.Considering all these uncertainties above, what shouldbe taught in Climate Change curriculum in highschool? The scientific history of Earth SystemScience will be a main theme, which is, introducingthe development of the “Earth System” concept withthe evidence from observation data, like the pertur-bations of CO2 concentration, rather than theuncertain theory or inference. From the evidence pro-vided, students might learn to separate the differencesbetween natural and anthropogenically induced va-riability in the climate system. At last, how ClimateChange should be taught? Through inquiry activitieswith data on line students will experience the processof science research, and hence recognize the climatesystem are actually operating in different quasi-stablestates.


Need for geo-information science education in Nigeria

ALEXANDER I. IDORNIGIE

Geology and Mining Department, University of Jos, Nigeria,Email: [email protected]

Five key factors constitute a National Spatial DataInfrastructure (NSDI), which determines a country’sability to produce, manage and use geo-information.These factors include existence of core data sets,availability/accessibility of data, availability of stan-dards to enable integration of data sets, existence ofpolicies and practices promoting the exchange andreuse of information, and availability of sufficienthuman/technical resources. All of these factors areknown to be present in most African countries, butlack of human resources has been identified as themost crucial in the Nigerian setting. This is primarilydue to the dearth of relevant pedagogic frameworkin the curricula of the nation’s educational system.The only viable way to redress the situation is toengage in conscious and result-oriented capacitybuilding efforts through standardized curriculum andmodularized training and retraining courses designedfor Nigerians in the fields of Remote Sensing (RS) as

a vehicle for data capturing, Geographic InformationSystem (GIS) as a data analysis/management andintegration engine, and Digital Cartography as a datavisualization/enhancement medium; this may becomplemented by the provision of the requiredfacilities needed for web-based self-education. Itfollows that sustained accelerated provision ofappropriate education in these three aspects of thegeo-information technology (GT) will, in the imme-diate future, produce a crop of motivated stakeholdersand decision-makers who will help to fully realize thenine-fold objectives of the Nigerian NSDI of 2003, -the ‘National Geo-information Policy (NGP)’. Thisresearch suggests important items on the differentareas of the GT (RS, GIS, and Digital Cartography)that should be factored into a state-of-art-drivenrevision of syllabi for the primary, secondary andtertiary educational systems in Nigeria.


Spare Time University - backing into the public into science literacy

MICHAEL GLANTZ, RUSSANNE LOW1) & LANCE JONES

Center for Capacity Building, National Center for Atmospheric Research, Boulder, Colorado USA,Email: 1)[email protected]

Spare Time “University” (STU) is an open-access,virtual, informal science education initiative to supportguided self-education about climate, water, weatherand society. Spare Time “University” seeks todemystify global change science and make scienceaccessible and usable by “backing the public intoscience”. It does so through an examination of societaland cultural settings impacted by quick onset, abrupt,and extreme Earth events, as well as slow onset(creeping) global changes. STU activities can easilybe meshed with digital learning objects that promotedeep understanding of underlying scientific concepts.Spare Time University takes advantage of “teachablemoments” by promoting “usable science” as well asemerging mobile technologies, including pod castingand cell phone data access. Ultimately, Spare TimeUniversity, using the web, satellite radio, and cellphones of the future, seeks to create an internationalforum centered on global to local environmental

change issues. It also provides a relevant and engagingvehicle for geoscientists to learn about the socio-economic, political and cultural setting in which theirresearch findings are to be embedded.

Corresponding research on the non-scientist publicuse of Spare Time University contributes to threethemes: (1) socio-cultural barriers to access, inclu-sion, and participation in informal scientific learningcommunities; (2) non-scientist application of scien-tific understanding in socio-political and economicdecision making processes, and (3) multi-modal andsocial dimensions of interactivity, exploring the po-tential of technologies in terms of enhancing commu-nication and collaboration and in building of learningcommunities and networks. Spare Time Universitydoes not confer credits or degrees. “University” is usedas a metaphor to connote “universal” access andidentify a targeted adult learner audience.


Digital technologies, pubic spaces and problem solving: Local communitypartnerships supporting teacher training in Earth sciences

MARGARET ROBERTSON

La Trobe University, Department of Education, Launceston, Tasmania, Australia,Email: [email protected]

This paper reports on a community based projectinvolving final year pre-service Bachelor of Educationstudents at the University of Tasmania. Using digitaltechnologies, including Geographical InformationSystems linking field based data with relevant localarea digital maps, students worked collaborativelywith local government experts in town-planning,engineering and strategic development. Faced with thedilemma of finding valid solutions for redevelopmentof targeted local area public sites for redevelopmentthe students first received an introduction programon site planning by local government officials. Their‘plans’ for redevelopment were presented at a hearingheld in the local Council Chambers in the presence ofthe local Mayor and town planning officials. Actingas a planning tribunal the panel of experts providedfeedback on the final plans presented and made thefinal award for the solution that best met the actual

criteria for the redevelopment site. Decisions werebased on such criteria as attention to regulatoryrequirements as well as longer term directions of thesite in relation to its surrounding context.

This process provided the first phase in the study. Thesecond phase involved application of the skills gainedto field based sites of their choice. Student feedbackon this action learning field based study has beenextremely positive. New skills have been developedand above all students have learnt to appreciate theimportance to collaborating with local community. Inbrief, the study shows that capacity building in theteacher training area for the earth sciences can beenriched and expanded through building connectionswith local area authorities. Modeling authentic learningexperiences helps to build personal confidence forfuture teaching experiences.


How to judge the level of interaction in e-learning units of geography

HELMUT SCHRETTENBRUNNER

University Erlangen-Nuernberg, Chair Educational Geography, Faculty of Education, Nuernberg, Germany,Email: [email protected]

Assumptions:Computer and Internet have opened new and interes-ting possibilities for learning strategie.Most learning platforms, however, prevent educationalissues of interactivity.With every new medium we suffer from a metho-dological backstroke as far as teaching strategies areconcerned, in our case: the Internet has sent us backto the turning of pages in encyclopaedias.

The checklist to measure interaction is taken from:http://paedpsych.jk.uni-linz.ac.at:4711/LEHRTEXTE/Sanke99.html

Distinction is made between elementary, intermediate,and complex levels.

Examples to verify the different levels.

The ESPERE (www.espere.net use the English ver-sion) teaching units (Upper Atmosphere, Weather,Climate and the City, Food) constitute fine examplesof an international and multilingual project carried outbetween 2003 and 2005. The main issue is the com-bination of “scientific texts” explaining clima detailsand “worksheets” for teaching purposes (levels“basic” and “more”) for the use of both teachers andstudents. Thus 3 levels of difficulty are available.

The WEBGEO homepage is a very lucky result whichgoes back to the joint efforts of physical Geographers(Freiburg) and of educational Geographers. The unitsdemonstrate a wide range of interesting units(climatology, pedoloy, geology, geomorphology,vegetation geography etc) and include a variety ofmethodological approaches (quiz, scored results,optional information, simulation etc).

Findings:

It is not so easy to learn exploratively and interactivelyin Geography (and in all other subjects).

Our internet tools (cms, learning platforms) havemarked limitations and there are sometimes very ri-gid safety restrictions (especially for Universityservers) which hinder the documentation and storageof student data.

Interactive units of complex dimensions require a highlevel of programming skills (in FLASH, MACRO-MEDIA DIRECTOR etc) and are therefore so ex-pensive that the normal budget of a project is notsufficient.

Teachers should be aware that it is still their majorjob to organise interactive learning situations in theclassroom, even if the material is sub-optimal.


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Educational geoscientific research

Interactive session

Chair: Nir Orion & Gabriele Obermaier


Investigating Earth science teachers’ preferences and practices of goals ofEarth science education in Taiwan

CHUN-YEN CHANG & WEN-CHI LEE

National Taiwan Normal University, Taipei, Taiwan,Email: [email protected]

The purpose of this study was to investigate earthscience teachers’ preferences and practices of goalsof earth science education in the secondary school(grades 7 - 12) of Taiwan. A national survey basedon a national probability sample of schools and earthscience teachers in grades 7 - 12 was conducted.Every eligible school and earth science teacher in thetarget population had a known, positive probability ofbeing drawn into the sample. A questionnaire wasrandomly sent out to a national probability sample ofhundred secondary school (one earth science teacherin each school) to acquire their preferences andpractices of goals of earth science education at theend of school semesters in 2002. Overall, a total of60 surveys were returned, resulting in an overall

response rate of 60%. Results indicated that (a)‘Students acquire basic Earth science concepts’ is themost important goal of earth science education in thesecondary earth science education in Taiwan; (b)‘Preparing students for the entrance examinations’rises as an important practical goal of earth scienceeducation, despite it is one of the least preferred goalsappreciated by the teachers; and (c) the differencesbetween teachers’ preferred and practical goals ofearth science education are contingent on teachers’age and their teaching experiences. Discussion on thegaps identified between the preferred and practicalgoals of secondary earth science education was alsoemphasized.

Block 1


Secondary school teachers’ expected Earth science literacy of students inTaiwan

WEN-CHI LEE1) & CHUN-YEN CHANG2)

1) Zhu-Wei Junior high school, Taipei, Taiwan,2) Department of Earth Sciences, National Taiwan Normal University, Taipei, Taiwan,Email: 1)[email protected]

The purpose of this study was first to investigateTaiwan’s secondary school science teachers’ Ex-pectations with regard to the Earth Science Literacy(ESL) of their students. Furthermore, the purposewas to analyze the similarities and differences in theviews about ESL held by teachers from differentbackgrounds. The initial sample of this study includedone thousand secondary school earth science teacherswho taught earth science courses from September2003 to June 2004 in Taiwan. There were a total of1000 secondary high schools in Taiwan with 70 %junior high schools and 30% senior high school duringthe academic year of 2003. Overall, a total of 830surveys were returned. As Kerlinger and Lee (2000)have suggested that returns of less than 40 to 50percents are common in mail surveys, so the responserate was quite high. In order to get the most accuratedata, we further took out 128 participating teachers’responses due to their incompleteness. Finally, therewere 702 valid survey data to be analyzed. Thus keyconcepts in earth science, students’ understanding of

which may be used to evaluate their earth scienceliteracy, were ranked in order of importance based onteachers’ opinions. The results were as follows: (1)the three earth science themes judged by teachers tobe most significant in terms of earth science literacyconcerned “environmental” protection, yet allacknowledge that we can hardly avoid teaching thiscourse if we want to follow the world-wide trend;(2) teachers consider the most important skill forjudging earth science literacy to be “students applyskills to daily life”, and thus this was given the highestranking; (3) according to the ranking of teachers’attitudes toward earth science literacy, earth scienceteachers are hoping above all to train students to bevery conscious of nature, cherish nature and under-stand the importance of environmental protection. Thefindings of this study may suggest future guidelinesfor instruction and curriculum goals for secondaryschool earth science teachers, as well as future goalsfor research.

Block 1


Children’s geoscience interests

ROGER TREND

University of Exeter, School of Education, United Kingdom,Email: [email protected]

Interest research has many facets and the concept of„interest“ itself has received considerable researchattention in recent years. Empirical research under-taken by the author with 11- and 12-year-old UKchildren suggests that children’s „individual interest“and „situational interest“ can be clearly delineated inrelation to geoscience phenomena. However, themotivating power of geoscience „topic interest“remains unclear.

The empirical research results are summarised, butthe two main foci of this talk are (i) the methodologyused in the empirical research and (ii) the implicationsof the findings for teaching and for wider geoscienceeducational research. In particular, what particulargeoscience interests might profitably be investigatedand how can (transient) situational interest beconverted into (robust) individual interest? Are some

aspects of geoscience likely to lead to more securelearning than others?

For the empirical research, a sample of 652 11- and12-year-old children was surveyed in 27 classroomsacross 11 UK schools in order to identify existinggeoscience interest. Results indicate that children havehigh interest in major geo-events set in the geologicalpast, present and future and in current environmentalchanges, which have direct implications for the futureof humanity. They also have coherent topic interestin gradual (i.e. uniformitarian) change in the geo-logical past. Girls have a preference for phenomenaperceived as aesthetically pleasing and boys have apreference for the extreme and catastrophic. Childrenfrom middle (8-12 years) schools have less interestin geoscience generally than do children of the sameage in secondary (11-18 years) schools.

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Student’s interests in geo-scientific topics

INGRID HEMMER1), MICHAEL HEMMER2), HORST BAYRHUBER3), PETER HÄUSSLER3), SYLKE HLAWATSCH3),LORE HOFFMANN3) & MARION RAFFELSIEFER3)

1)Katholische Universität Eichstätt-Ingolstadt, Germany,2)University of Muenster, Germany,3) IPN Leibniz Institute for Science Education, Kiel, Germany,Email: 1)[email protected]

Standardised questionnaires were used to survey theinterest of more than 300 German students, aged 16-18, in 11 geo-scientific topics. All subject matterswere related to eight different terms among which‘individual’, ‘society’ and ‘social responsibility’achieved highest attention scores. The most promi-

nent result was the lively interest in issues related tohuman activities, everyday life and environmentalhazards. The attraction of different teaching practiceswas another subject of the study. Consequences forgeo-science education are proposed.

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Factors responsible for the declining pattern of geo-science learners’interest – a study on the geo-scientific student community from Assam,Northeast India

MANJIT KUMAR MAZUMDAR1), AMULYA CHANDRA MAZUMDAR & ARUN KUMAR BORAH

University of Gauhati, Guwahati, Department of Geological Sciences, Assam, India,Email: 1)[email protected]

In the recent years, the geo-scientific fraternity fromdifferent parts of the world has observed a rapiddwindling in the number of students opting forgeosciences. (Shankar 2003). Geoscience is notamong the subjects generally sought after by the beststudents (Vaidyanathan 1998). Reasons for such adisastrous trend can be wide and varied, and has beena matter of concern and debate in the recent years. Asurvey carried out in Netherlands in 2002, has yieldedstartling revelations, including a negative image of thesubject among common masses, low awareness levelof the subject among the prospective learners,monotonous teaching methodology, among others.(Sneider & Spears 2002).

In view of all the above, an attempt has been made,through the form of a questionnaire survey, amongthe undergraduate and postgraduate Geology Major(Honors) students from the different colleges anduniversities of Assam, with a view to achieve severalobjectives like ascertaining the impact of socio-economic factors on the geo-scientific career of anyparticular learner, determining the appreciativeness of

the students with regards to the various componentsof any particular geo-science curriculum, determiningthe compatibility of the personal traits of the studentswith the professional traits expected from a pros-pective geo-scientist, gathering ideas on the expec-tations of the geo-science learners as regards to theircareer and to elicit constructive ideas from the geo-scientific student community, for bringing aboutoverall changes in the entire learning system currentlyprevalent locally.

The data generated has been analyzed, by ranking andcategorizing questionnaire responses, using statisticalsoftware.

ReferencesShankar,R. (2003). Marketing Science Education in the

Netherlands, Jour. Geol. Soc. Ind., Vol. 61, No. 2, 239.Sneider,R & Spear,C. (2002). Marketing Earth Science

Education, EOS Transactions, Amer. Geophys. Union, Vol83, 131.

Vaidynathan, R. (1998). What ails higher education in Geology?Jour. Geol. Soc. Ind., Vol 51, No. 1, 118 - 119.

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Student’s conception on circadian and seasonal cycles

INGRID HEMMER & SYLVIA WEIZINGER

Catholic University Eichstätt-Ingolstadt, Department of Geography Education, Germany,Email: [email protected]

Adapted from the theory of conceptual change, a 10-12 years age group of students was analysed con-cerning their pre-curricular conceptions of circadian

and seasonal changes, polar night and midnight sun.The results were used to propose educational con-cepts.

Block 2


Students’ concepts about meteorite impacts on Earth –geographical assessment and pedagogical consequences

MARTIN MÜLLER

Catholic University Eichstätt-Ingolstadt, Department of Geography Education, Germany,Email: [email protected]

Meteorite impacts have been an ongoing phenomenonthroughout Earth’s history. In order to sample stu-dents’ concepts and ideas, the topic has to be assessedfrom a geoscientific perspective.Not only in the past but also today asteroids andcomets pose a high risk for our planet. Small me-teorites occur most often and only cause local damagebut can nevertheless be a danger for cities. Largermeteorites are considered a risk for coastal areas due

to highly likely tsunami generation. Objects with morethan 2km diameter require special supervision for theycan cause a global “nuclear winter” and lead to a massextinction, including humankind. Interviews withrepresentatives of the Munich Re Group, the WBGU(scientific council of the German government) andthe DKKV have also shown that meteorite impacts aredealt with as a high-risk potential and one of the mostdangerous natural hazards.

Block 2


Misleading analogies of mantle dynamics introduce the belief that it isliquid


University of Buenos Aires, Argentine,Email: [email protected]

Analogous models have proven to be useful tools forenhancing comprehension of complex scientific con-cepts but, in several cases, they may render undesiredresults.The rheology and dynamics of the Earth’s Mantle areusually modelled using a fluid heated in a pot. Con-vection currents forming there are supposed to mimicthose in the Mantle. A survey through introductoryscience books designed for children yield alarmingresults. Most of them, taking the analogue for theobject of study, assign the properties of the materialsused in the model to those in the Earth. As long aswater or oil are liquids the mantle is also a liquid, whichis certainly not true.This mistake is reinforced in at least two ways: Firstis that most illustrations about volcanoes show thesestructures being fed directly from a molten mantle.Second is the fact that scaling parameters are nevertaken into consideration when describing or perfor-ming the simulation, what precludes any possibilityof differentiation of short and long term behaviour.

The situation should not be neglected. Not only is itwidespread among general public, but it appears tobe the belief of many teachers and, even worst, themistake has been found in at least one book on bettereducational practices.

In order to modify this situation -and assuming thateditors are not likely to make these books beenreviewed by a person who knows about Earth Sciencebefore sending them to the market- teachers shouldlead the task. Several facts should be stressed whenworking with models: a- That models are limitedapproximations to reality, b-That differences in timeand space scales between models and reality introduceimportant limitations to the analogy, c- That, as aconsequence, model and reality are not fully equi-valent, and d- Combining different models to explaindifferent aspects of the same object of study will helpstudents in the process of valuating what is com-parable -and what is not- in each case, and thus re-ducing models to their real significance.

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Instructional implications of the survey on content mastery level in Earthscience of secondary school students in Japan and Philippines

DIGNA C. PANINGBATAN1) & TAKESHI KOZAI2)

1)Quezon City Science High School, Metro Manila, Philippines,2)Naruto University of Education, Tokushima, Japan,Email: 1)[email protected]

This research analyzed the instructional implicationsof the survey on content mastery level in EarthScience (ES) of secondary school students in Japanand the Philippines. It was primarily based on theperspective of assessing the cognitive level in ES ofthe secondary school students in the two countriesfor the purpose of enriching the national curriculumdesigned for general public high schools especially forthe Philippines. Furthermore, it aimed to: (1) determinethe effect of the different existing science curriculain the Philippines on the students’ level of under-standing of earth science concepts; and (2) comparethe Earth Science curricula of both countries in termsof content and teaching pedagogies. Likewise, theresults of the survey were the basis for developinginstructional materials in Earth Science. There were191 8th graders in Chiba and Kumamoto prefectures(Japan Junior High School or JJHS) and among 4802nd year high school students in Manila and Pangas-inan province in the Philippines. The respondents were

between ages 13-15 years. Chi-test was used to pro-be on the significant differences in the performanceof the students. Further investigation on the possiblecauses of the identified weaknesses among studentsthrough science class observations and the like wasundertaken. Instructional materials were developedand tried out in the Philippine schools. However, inthis paper, only the results of the survey on cognitivelevel in earth science will be discussed. Findings ofthis study showed that: (1) there is homogeneity inthe performance of Japanese students as comparedto the heterogeneity in the performance of Filipinostudents; (2) In Japan, teaching pedagogies werebasically exploratory, holistic and experiential in na-ture; (3) The Earth Science curriculum in the Philip-pines must be trimmed down putting greater emphasison quality rather than on quantity; and (4) Scienceteachers must consider proper emphasis and inte-gration of concepts.

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Educational reconstruction of Earth science concepts - an approach tochange secondary and university students’ preconceptions ofgroundwater

SIBYLLE REINFRIED

Ludwigsburg University of Education, Germany,Email: [email protected]

Research has established that students enter theirscience classes with ideas about the natural world thatdo not correspond with accepted scientific findings.The diagnosis of these preconceptions may be seenas a crucial, initial step in the process of teacher-facilitated conceptual change at all grade levels. Topromote conceptual change, educators may employnew ways of constructivist teaching. The model ofeducational reconstruction developed by Kattmann etal. (1997) has proven to be a useful frame for in-tegrating empirical research on teaching and learninginto instructional development. It allows balancingscience content structure with educational issues.This research tested the hypothesis that students’erroneous ideas about groundwater will changetowards more valid concepts if they are taught on thebasis of educational reconstruction. To examine thehypothesis a quasi-experimental research design waschosen. The methodology adopted in the study usedboth qualitative and quantitative methods. To promo-te conceptual change, a teaching and learning approachaiming at mental model building was adopted in theexperimental group, while the control group was

taught by direct instruction. Before the interventionmore than 75% of the students’ conceptions wereeither unclear or incorrect, based on simple, ‘commonsense’ views of groundwater deposits. After the inter-vention the experimental group revealed significantlyfewer misconceptions in their mental models aboutgroundwater than did the control group. Teaching andlearning by the mental model-building approachtherefore seems to help undergraduate students toimprove and refine their mental models of the abstractconcept of groundwater occurrence in natures. Theapproach of educational reconstruction is seen as afeasible strategy to induce conceptual change of pre-conceptions in other earth science and geographicalareas.

References:Kattmann, U., Duit, R., Gropengiesser, H. and Komorek, M.

(1997). Das Modell der Didaktischen Rekonstruktion – EinRahmen für naturwissenschaftsdidaktische Forschung undEntwicklung. Zeitschrift für Didaktik der Naturwissen-schaften; 3 (3), 3-18.

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An automated scoring system for qualitative problem solving in Earthscience

CHUN-YEN CHANG & HAO-CHUAN WANG

National Taiwan Normal University, Department of Earth Sciences, Taiwan,Email: [email protected]

Science education researchers have noticed thatalthough students may do well in solving quantitativeproblems in science tests correctly and efficiently,such as being able to manipulate Newtonian physicsformula to derive the quantitative answers desired bytesting items. However, when asking the students toexplain the physics under physical phenomenaqualitatively in their own words, such a task appearsto be challenging for many of them. It is consideredthat prospective science education curriculum mustput stronger emphasis on developing students’ scienceprocess skills and creative problem solving abilities.Under the condition, a new set of instrumentationsuitable for assessing and diagnosing learners turnsto be essential for the new breed of research onproblem solving activities that require students todesign, plan and explain their own solutions.

The use of essay questions is considered helpful inassessing students’ qualitative problem solving abi-lities. However, the labor required to process theseopen-ended natural language answers may obscurethe scalability of this approach. An automated scoringsystem aims to support researchers’ and teachers’

needs of processing a large quantity of students’ open-ended essays in the contexts of earth science problemsolving (debris-flow hazard topics) has been built andpreliminarily evaluated. The core idea of the systemis that students’ natural language responses wouldcontain invaluable information regarding theirunderstanding of the subjects and abilities to derivesolutions. By using contemporary artificial intelligenceand natural language processing technologies, thesystem aims to efficiently build students’ formallearning profiles and derive quantitative measures oftheir problem solving abilities for a later analysis orinstructional decision-making.

The preliminary evaluation shows that the system isable to achieve satisfactory scoring performance thatits scoring result was significantly consistent withhuman experts’ results in terms of holistic scoring.Potential benefits of the automated scoring systemsinclude (1) to support large scale educational surveyin various scientific disciplines, and (2) to enable thepossibility of online tutoring for qualitativeperspectives of science education either performedby human tutors or computer programs.

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Elementary students’ system competency

CORNELIA SOMMER


In this presentation, data will be presented from theevaluation of the newly developed teaching materialsfor elementary schools in the German “System Earth– primary school” project. The material from theproject contains science contents in a geosciencecontext, thus offering possibilities for interdisciplinaryteaching. It included worksheets, experiments, stu-dent information and a computer game on a youngwhite storks adventurous voyage. The guiding ideain developing teaching materials for the “System Earth– primary school” project was to promote the stu-dents’ competent handling of systems. This lead tobetter linking of individual, isolated bits of knowledgeto cohesive overall knowledge.

The present empirical study focuses on consideringhow students at primary level handle complex systemsin terms of system competency. System competencyinvolves knowledge about the elements and relation-ships of the system. In addition, the recognition of asystems characteristics as well as the understandingof its dynamics are necessary preconditions of systemcompetency. Within the frame of the accompanying

research it must be classified whether elementaryschool students already show the beginning of systemcompetency.A sample of 363 students were examined to identifyto which degree students from elementary schoolsalready show system competency or are able todevelop this kind of competency respectively. Thestudy was performed according to a pretest-posttestdesign. Special tasks about the understanding ofbiology subject knowledge were used in the ques-tionnaires in order to find out the extent of necessarypreliminary knowledge. The students were also askedto complete concept maps for certain topics. Theseconcept maps offer indication of the degree of systemcompetency.The results support the hypothesis that evenelementary students show the beginning of systemcompetency, especially where there is enoughpreliminary knowledge about a system’s elements.This system competency and domain-specific subjectknowledge can be further promoted by using the“System Earth” teaching materials.

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An approach of modelling minimal climate models: Fostering anunderstanding of nature of the models and complex systems

MARCO THIELE


The thermohaline circulation is a global conveyor beltin the oceans and has a significant effect on theclimate especially on the northern hemisphere. Asshown in the movie “The Day after Tomorrow“, thetopic of a breakdown of the global ThermohalineCirculation has reached a wider public. It is to questionwhether these occurrences contain any scientificcontent. On a more general level one can address thequestion how knowledge is generated about complexsystems, like the climate system, and in science ingeneral.

Models are an important research tool in science. Anappropriate view on models is part of the under-standing of the nature of science. It is often statedthat pupils and even teachers have an inappropriateunderstanding of the role and nature of models inscience.

Due to the growing computational power an increasingimportance of computer models and “numerical ex-periments” can be observed, for example in econo-mics, technology, astronomy and complex systems.The aim of our study is to stimulate thinking about

models in general – and especially with dynamiccomputer models about complex systems.For this purpose a teaching unit questioning the breakdown of the Thermohaline circulation is developed.This is realized by an iterative development of a simplestock-flow computer model of the global conveyor.The focus lies on the models’ investigation by thestudents and a discussion about the explanatory po-wer of the models. The final version of this model,although highly idealized, shows a sudden breakdownof the conveyor. This behaviour is also found in morecomplex models of the climate system, as well as inclimate history. Therefore, there are some analogiesbetween the findings in climate research and the movie“The Day after Tomorrow”, although the events arehighly dramatized in the movie. Nevertheless, thismodel is no proof that an abrupt breakdown couldhappen in the real world in the near future.These lessons were taught in four classes (11th to 13thgraders). A pre-post-test design was used to inves-tigate the abilities of the students in the field of thenature of models, as well as their interest. The resultswill be presented.

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Promoting system competency with “System Earth“ education –evaluation results of the German project “Forschungsdialog: System Erde”

MARKUS LÜCKEN1), SYLKE HLAWATSCH, & NINJA RAACK

IPN Leibniz Institute for Science Education at the University Kiel, Germany,Email: 1)[email protected]

The project “Forschungsdialog: System Erde“ aimesat developing interdisciplinary system earth educationfor secondary high school classes. A multimedia CD-Rom was developed involving interactive elements,detailed information about the System Earth, andelaborated instruction material. This material wasdesigned to be as attractive and illustrative as possibleto foster students’ interests and performances in (geo-)science contents. The topics of System Earth Edu-cation are highly interconnected with other sciencesubjects like Biology, Chemistry and Physics and offermany more or less complex systems (e.g. climatesystem, carbon cycle) that are ideal opportunities toacquire system competency as defined by Rost,Lauströer and Raack (2003).

The evaluation study wants to figure out, if the newdeveloped instruction material is capable of promotingstudents’ interests in System Earth Education, stu-dents’ acquisition of

(geo-)science knowledge and their system compe-tency. To this end a control-group design with ques-tionnaires for teachers as well as their students wasrealized after teachers had used the new material intheir classes. Eleven teachers with their 222 studentsused the new material in their classes and were com-pared with 10 teachers and 205 students that were inthe control condition.

The results of the evaluation study confirm thesuitability of the “System Earth” instruction materialfor secondary high school classes. Students that weretaught with these materials showed significantly moreinterest in (geo-)science topics and significantly moreknowledge about these topics than students in thecontrol condition. In addition, the degree of systemcompetency was also significantly higher in the “Sys-tem Earth” condition than in the control condition.These results were discussed with respect to a con-ception of scientific literacy focussing on compe-tencies and their promotion in the classroom (Klieme,2003; KMK, 2004).

LiteratureKlieme, E. (2003). Zur Entwicklung nationaler Bildungsstan-

dards - Eine Expertise. Deutsches Institut für Internatio-nale Pädagogische Forschung, Frankfurt.

KMK (2004): Bildungsstandards im Fach Biologie (Chemie /Physik) für den Mittleren Schulabschluss (Beschluss derKultusministerkonferenz vom 16.12.2004). http://www.kmk.org/schul/Bildungsstandards/Biologie_MSA_16-12-04.pdf

http://www.kmk.org/schul/Bildungsstandards/Chemie_MSA_16-12-04.pdf

http://www.kmk.org/schul/Bildungsstandards/Physik_MSA_16-12-04.pdf

Rost, J., Lauströer, A. & Raack, N. (2003). Kompetenzmodelleeiner Bildung für Nachhaltigkeit. Praxis der Naturwissen-schaften/Chemie in der Schule, 8 (52), 10-15.

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The development of an oceanography unit as a part of the Israeli highschool Earth sciences program

NIR ORION1)1)1)1)1) & CARMIT COHEN

Weizmann Institute of Science, Science Teaching Department, Israel,Email: 1)[email protected]

The Israeli high school earth sciences program is basedon the earth system approach. It includes three com-ponents: a) an introductory unit which mainly focuseson studying the earth systems on the context of therocks’ and hydrological cycles and the structure ofthe earth and the plate tectonics. b) An environmental-based interdisciplinary unit such as „the global wor-ming and the earth system“, „Earthquakes in anenvironmental context“, „Evolution in deep timeperspective“. c) The „Geotop“ – a mini researchproject.

The new unit „Oceans and the earth systems“ hasbeen developed as part of the environmental-basedinterdisciplinary component of the program. Thedevelopment of this unit has been conducted as adesign based research. The unit starts with the film„The day after tomorrow“ which establishes theenvironmental context and the motivation for studyingthe next lab-based unit that comes to explore thescientific basis of the movie. Following the lab acti-vities the students develop an understanding of basicoceanography concepts and phenomena. In the lastpart of the unit each student has to select an oceano-graphy related phenomenon such as hurricanes, El-Niño, climate changes, sea pollution for a self study

that later should be presented to the class through apower-point presentation.

The study included about hundred 12th grade studentsand was based on qualitative and quantitative researchtools. The predevelopment study revealed severalmisconceptions concerning the location of oceans andcontinents; the dynamic of the oceans’ water; theinterrelationships between oceans and continents; theinfluence of the oceans on the climate.

Following the learning process the students passedthrough a meaningful conceptual change. The pre-development study also revealed that most of thestudents came with a minimal background in othersciences namely chemistry, physics, biology and evenreluctant to study these disciplines. Following thelearning those students improved significantly theirunderstanding of basic concepts such as pressure,heat transfer, chemical composition of water, dis-solution, food web.

Following our results it is suggested that the earthsystems approach could serve as a powerful platformfor motivate students to study complicated scientificconcepts and processes from all the scientificdisciplines.

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Geoscience in internationalcomparison

Chair: Ian Clark and Chan-Jong Kim


International Earth Science Olympiad: New challenges for geoscience andgeoscience education community

CHAN-JONG KIM

Seoul National University, Department of Earth Science Education, Korea,Email: [email protected]

At the International Council Meeting in Calgary,Canada in 2003, International Earth Science Olympiad(IESO) was adopted as one of major activities ofIGEO. IESO Committee was established. Seoul Con-ference for IESO was held on Nov. 2004 in Seoul,ten countries participated to share earth sciencecurricula of the countries participated and ideal wayto compete was suggested and discussed. The timeand place of First IESO was also decided as 2007 in

Korea in a committee meeting during the conference.As the earth science curricula were diverse in termsof their content and grade levels taught, IESO Sylla-bus Commission was organized. One of the specialfeatures of IESO decided is making internationalcooperative teams consisted of participants from dif-ferent countries to collaborate during field work orpractical work tests. Details of IESO are alsodescribed.

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Skills and abilities that students should acquire towards the InternationalEarth Science Olympiad (IESO)

NIR ORION

Weizmann Institute of Science, Science Teaching Department, Israel,Email: [email protected]

The first International Earth Science Olympiad (IESO)is going to take place in South Korea during 2007.An international committee developed an earthsystems based syllabus that will allow the differentcountries to prepare their students countries towardsthe international Olympiad. The following are thesome examples of skills and abilities that studentsshould acquire towards the IESO:1. To be able to locate a geospheric phenomenon in

the sequence of processes of the rock cycle.2. To be able to do cyclical thinking in context of

matter cycles in the Earth systems.3. To be able to identify the components of a spe-

cific system and to characterize each componentin size, rate and complexity.

4. To be able to think systemically in order to und-erstand the interaction between a specific systemand the development of interwoven interactionsamong the components of the system.

5. To be able to identify the interactions among thecomponents of a specific system as dynamicprocesses of the transition of matter and energy.

6. To be able to identify dynamic processes in thetime dimension.

7. To be able to identify environmental problems andto suggest solutions based on the understandingof the principles of the reciprocal relations amongand inside the Earth systems.

8. To be able to think scientifically and make thedistinction between an observation and an expe-riment, conclusion and hypothesis, the ability tohypothesize, draw conclusions and suggestsolutions.

9. To be able to represent and present knowledge inwriting and orally using various means likeresearch reports, a scientific poster and a compu-ter presentation.

10. To be able to forecast and prevent the naturaldisasters such as earthquakes, volcanic activity,typhoon/hurricane, tsunami, landslides, and floo-ding.

The detailed syllabus will be presented during thesession.

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Preliminary survey for the nature of Taiwan with the image of KOMPSAT 1as an Olympiad subject

MOO YOUNG SONG1)1)1)1)1) & HYO - SUK LIM

Chungnam National University, South Korea,Email: 1)[email protected]

For the unknown region, geographical map used tobe the unique information, and these days some ofsatellite image provides recent information. TheGoogle Earth is attractive software to provide recentgeographical information using satellite image. For 4weeks’ stay in Taiwan, I have provided with KoreaMulti-purpose Satellite (KOMPSAT) 1 image with 6.4m of ground resolution for the area SinZu of the north-west part of Taiwan.Through the referencing of the image interpretationas basic characteristics of shape, size, pattern, tone,texture, shadows, site, association and resolution, weobtain the distribution of airport, harbour, railroad,highway, bridge, river, and some of the land coverstoo. The recent dated image of the satellite suggestedmore detail progress of the different steps of the roadconstruction or High Speed Railway construction.The reflectance difference gives us idea of thecharacteristics of the land cover such as naked or

vegetation, and of water contamination with suspendedmaterial between two adjacent river waters.

Taiwan nature is different from Korea in the point ofits Tropical climate, high relief, relative younggeological age, volcano and high seismic activity, andnatural gas reservoir of low quantity though. And thisdifference can give rise to strong attraction fromKorean students, and tourists. The current geologicalprocess, which gives the idea for the interpretationof the geological structure like the famous phrase“The present is the key to the past”, is a good realexperiment subject for the earth science students.

Through the internet site browsing and the imageinterpretation of the satellite image, cybernetic natu-ral field excursion can be performed very effectively.Some of the geologic map, geological structure andvolcano sites can be provided previously.

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Four years’ National Earth Science Olympiads in Korea and reparation of1st International Earth Science Olympiad

MOO YOUNG SONG1)1)1)1)1), SEOK WON YON & MYEONG KYEONG SHIN

Chungnam National University, Department of Geology, South Korea,Email: 1)[email protected]

In order to improve the importance of the earthscience among natural science fields in the middleschool education, the Korean Earth science Society(KESS) has performed the national Earth scienceOlympiads through the contest of written tests for andindividual interviews with the contestant studentsevery year since 2003. The earth science subject, inKorea, was composed of geology (40 %), astronomy(30 %), and meteorology and oceanography (30 %)for the junior high school students and the senior highschool students according to their standard level ofeducational policy, respectively.Generally the first step of the Olympiad was carriedout as preliminary contest for about 1000 studentsrecommended by their principals as their school’srepresentatives, and the second step of the Olympiadfor the qualified about 200 students has been runthrough the written test and the individual interviewfor the experiment. During the events the MunicipalEducation Bureau supported the KESS through therecommendation, official announcement, and dis-patches of teachers and students. Moreover theparents of the students have been high interested intheir children’s contest record.The best students have been awarded Medallion asgold, silver, and bronze, respectively. Then, some ofthe students got favour for the entrance to ScienceHigh school or highly recognized University. Theresult was effective for the acknowledgement of earthscience in the society. Some of the test items will showas an example.Since the GeoScEd4 Congress in Calgary June, 2003,has decided to have International Earth Science

Olympiad, the IGEO and KESS took several measuresfor the first IESO for 2007 in Korea, in which theKESS will host the 1st International Earth ScienceOlympiad. At the preliminary meeting for the IESO,Nov. 26-30, 2004, in Seoul, the delegates of 8countries and Korean scholars had the symposium forthe Olympiad and organized advisory committee,coordinating committee, and later also syllabuscommittee and decided the Status of IESO withdirecting of President-elect of IGEO, Dr. KIM, ChanJong. The Syllabus Committee of which Dr. Orionhas the chair prepared the subject and mainframe ofthe IESO.

The Korean Earth Science Society has endeavouredfor the financial support from Korean Governmentand other fund raising for the 1st IESO, and composedthe Organizing Committee with several sub-commit-tees for the international performance. We need ouractive cooperation for the participation from as manycountries as possible, and sufficient financial supportfor the accommodation of the contestants and leadinggroup during the events in Korea. And we want to getsupport from all the governments of participants andsome international Union such as IUGS, UNESCO.

The Organizing Committee is composed of wellknown leaders in Korea, in the specialized fields ofGeology, Astronomy, Meteorology, and Oceano-graphy in Governmental Institutes and University,closely connected to the Korean Government eitherMinistry of Education or Ministry of Science andTechnology. We hope all the attendants to the 1st IESOto share not only earth science experience, but alsomuch international cultural progress.

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From Earth science to Earth system science: A high school sciencecurriculum reform in Taiwan


National Taiwan Normal University, Department of Earth Sciences, Taiwan,Email: 1)[email protected]

Calls for science education reform have prevailed forlast two decades. One of the major themes is theintegration of different disciplines of science curricula.At the same time, the earth science is undergoing arevolution, that is, many scientists have discoveredthat the earth is a “complex system” with someproperties that cannot be explained throughunderstanding its components separately. To meetthese trends, Ministry of Education in Taiwanproposed a new guideline for Earth Science in highschool science curricula. The major shift is theinclusion of Earth System concept, and there are threenew components in the guideline. They are “TheDynamic Earth”, “Climate Change” and “Human Di-mension”. There is not merely content knowledge oftraditional earth science disciplines in the firstcomponent, and it also emphasize the interactionsbetween the subsystems, geology, meteorology andoceanography. Thus it foster a holistic view, in whichdisciplinary processes and feedback mechanisms leadto synergistic interdisciplinary relevance, to form a

physical basis for Earth System Science. In “ClimateChange” part, the guidelines attempt to introduce theshort-term and long-term global temperature variationsin earth history. By way of this introduction, studentsmight be aware of the differences between natural andanthropogenically induced variability in the climatesystem. Since human activities could cause profoundimpacts on the regional environment, like land use,and even the whole earth, like ozone depletion, the roleof Humans should not be considered as external tothe Earth System, especially when facing the increasein carbon dioxide concentration in the atmosphere.Earth System Science studies the functioning of, andinteractions between Humans and bio-physicalsystems via biogeochemical cycles. The last compo-nent, Human Dimension, help students note thatHumans initiate the change, but Human developmentmay, in turn, be affected and constrained by thechanges in the bio-physical systems. This is the“Sustainable Development” that modern citizensshould understand.

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Basics for geoscience education

JOSEF BIRKENHAUER

Sektion Geographie LMU München, Germany,Email: [email protected]

1. Geoscience (G) Education (E) is confronted withat least five formidable tasks such as helpingtowards a better understanding of G phenomena.

2. Geoscientists themselves must agree on a definitionof what geosciences are about. Such definition isproposed here. Any G deals with objects, whichanywhere are characterized by the categories of“where”, “when” and “why”.

3. It is exactly the close “togetherness” of these threecategories which puts up the gravest problems ofunderstanding for people not trained in this kind of“G-thinking”.

4. The quality of teaching about G (=E) rests on aparticular “trinity” (consideration of the mental“horizon” of the addressee; helping towards anintense awareness; choice of a worth while object.)

5. The method best suited for any approach to G-Objects is the inductive one (as opposed to thedeductive one, which, most unreflectedly, is takento be the one and only matter-of-course way)

6. Deep frustrations of the addressees have to beavoided. Frustrations have at least seven causes(such as the deductive way, a well-meant but un-necessary systematic introduction etc.)

7. Actual G-objects looked at in the field should haveparticular qualities such as structuredness, terse-ness, an inherent aesthetic quality etc.

8. Note

A good illustration of the many pits into which even awell-meaning G-man falls is for instance Bill Fritz´s“The Roadside Geology of the Yellowstone Country”.

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Different points of view for educational materials and curricula related toearthquakes at elementary and secondary educations in Japan, NewZealand, Egypt, Brazil, and Argentina

HIROO NEMOTO1), SANDRA E. MURRIELLO2), GLENN D. VALLENDER 3), MOHAMED A. A. M. RASHED4),TATSUYA FUJIOKA5) & YOSHINOBU TOKITA6)

1)Graduate School of Science, Osaka City University, Japan,2)State University of Campinas, Brazil,3)Ashburton College, New Zealand,4)Faculty of Geology, Suez Canal University, Egypt,5)Graduate School of Education, Joetsu University of Education, Japan,6)Graduate School of Education, Joetsu University of Education, JapanEmail: 1)[email protected]

The science curriculum of schools, based on Japanesestandard curriculum have a very little contents ofrelationships between people and nature in the fieldof geoscience such as earthquakes, volcanoes, ty-phoons, and so forth. That is to say, this curriculumshows that the contents are not enough to understandabout relationships between people and nature. There-fore, Japanese geoscience researchers and educatorsneed to propose a new curriculum to the Ministry ofEducation, Culture, Sports, Science, and Technologyin Japan about geoscience education for students inelementary, secondary, and tertiary educations. More-over, they need to improve the methods of teachingfor ordinary people as well.We, therefore, should analyze many materials, syllabi,curricula and so forth based on a global viewpoint.Here, global viewpoint has two main meanings. Onemeans that it can be adopted for worldwide becauseof global relevance. Another means that it has manypoints of view such as science, the humanities,disaster education, social science, and so forth. Atfirst, we focused our main subject on syllabus contentof earthquakes. With international cooperation (Japan,New Zealand, Egypt, Brazil, and Argentina) wecompared school textbooks and other materials forearthquakes curriculum content.

Results indicate that earthquakes are taught in diffe-rent subjects in these countries. At upper secondaryschools in Japan, earthquakes are taught within mainlythe subject of Geoscience (“Chigaku”). On the otherhand, earthquakes are taught within “The environ-mental science and geology”, “Geography” and“Science”, “Science” and “Geography”, and “Geo-graphy” and “Geology” at mainly upper secondaryschools in Egypt, New Zealand, Brazil, and Argentina,respectively. Also, syllabus contents of earthquakesamong these countries are different. For instance,Earthquakes are taught in the New Zealand sciencecurriculum and the New Zealand geography curri-culum. The emphasis in geography is impact onsociety. Emphasis in science is on distribution,relationship to plate tectonics (origins), measurementand usefulness in understanding geological history.Main interested domain of earthquakes is notrelationships between people and nature of earth-quakes but mechanisms of them in Japan.

In this presentation, we will focus on the currentstatus of earthquakes education and try to report ourresults, which clarify difference view points aboutearthquakes education among these 5 countries.

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A survey of geological education in West Africa

T.C. DAVIES1) & M.K. DARENG2)

1)Department of Geology and Mining and 2)Department of Science EducationUniversity of Jos, Nigeria,Email: 1)[email protected]

Geological education in West Africa is truly in crisis.This is a region that has been plagued in the lastdecades by instability, including military coups, civilwars and periods of economic stagnation. As aconsequence, stress in living in the region’s domesticand occupational scenes leads to poor classroomperformance by students, and induces “teacherburnout”, described as physical, emotional, andattitudinal exhaustion resulting in a detached clientattitude and reduction in work performance. Defi-ciencies in the basic training of geology graduatesabound and are a reflection of inadequacies in teachingresources and research facilities, including staffing,curriculum, equipment, fieldwork, library and studentattitude. We present a review of the effect of thesefactors on the quality of geological education inuniversities in Nigeria, Ghana and Sierra Leone.

There are about nineteen departments offeringGeology or Earth Science in Nigeria, two in Ghanaand only one in Sierra Leone. The sheer size of theNigerian enrolment (typical staff / student ratio > 1:50, compared with the recommended 1 : 20 by theNigerian Universities Commission) tends to amplifythe effect of the other militating factors that arecommon to virtually all the departments.

The prospect of this crisis breeds loss of confidence,but it also offers opportunities for improving thesituation. A vital part of this process is the provisionof authoritative and easily accessible informationabout Geology Departments in the universities, andevolution of higher education in general, within theregion. Next, we present a study of the interactionsof factors that are precipitating the crisis, since suchanalysis carries important implications for ourunderstanding of the education process as well as forpolicy formulation. Questions regarding the lack ofmotivation among students in Geology programs andthe role of extracurricular participation and classroomperformance level of students, for instance, can provideuseful pointers for determining selection criteria.

Finally, we examine how the lack of effort in ad-dressing the crisis has resulted in a gradual decline ofemployer confidence in geology graduates producedby the regions’ universities. We end by prescribingsome practical measures that would help to improvethe situation - network activities, promoting andorganizing regional field courses, making more useof teaching aids, etc. It is hoped that this contributionwill go some way towards correcting the decline andaddressing the losses.

Block 2


A review of geosciences in the new South African school curriculum and itsreception in the classroom

IAN J. MCKAY,

School of Geosciences, University of the Witwatersrand, Johannesburg, South Africa,Email: [email protected]

This paper reviews the extended coverage of Geo-sciences in the new National Curriculum for schoolsin South Africa. It also looks at difficulties that arebeing experienced with implementing Geosciences inthe curriculum and reports the results of interviewswith education department officials and practicingteachers.

In the past, coverage of geosciences in the SouthAfrican school curriculum was restricted to Geo-graphy and Evolution was not mentioned because itwas not compatible with Natural Christian Education.In 2006, however the situation changed with theintroduction of Outcomes based education. Forlearners from Grade 1 to 9, in the General Educationand Training Phase (GET), Geosciences has beenincluded in Geography and History as part of the socialsciences. It is also included as part of the NaturalSciences for the first time. For learners from Grade1 to 11, in the Further Education and Training Phase(FET) geosciences may be found in the History curri-

culum, the Geography curriculum, the PhysicalSciences curriculum and the Life Sciences curriculum.

Although geoscientists are generally thrilled by theextra Earth Sciences in the new Curriculum, there arestill problems. The curriculum is spread over so manysubjects that learners will not get a holistic under-standing of how the Earth works. Preliminary inter-views with education department officials suggestlimited resources for training science teachers in thisnew subject. Subject advisors would still prefer tospend limited funds on training teachers to teachtraditional “hard core” Geography subjects like Geo-morphology and Mapwork. Science teachers mayprefer teaching their area of expertise, usually che-mistry or physics. Some Geography teachers resentthe transfer of what they consider to be “their subject”to the natural sciences. However, many scienceteachers enjoy teaching about the Earth Science; theysay their learners really enjoy the topic and that it “doeswonders for their general knowledge”.

Block 2


Competency improvement of geoscience education in Indonesia based ongeo-resources sustainability and geo-hazard vulnerability awareness

DONATUS H. AMIJAYA

Gadjah Mada University, Geological Engineering, Yogyakarta, Indonesia,Email: [email protected]

Indonesia is a unique region in the sense of geo-graphical-geological setting. Indonesia lies in tropicalarea and located between two oceans (Pacific andIndian) and two continents (Asia and Australia).Geologically, Indonesia region is the meeting point ofthree tectonic plates (Eurasia, Pacific and India-Australia plates). The result of those phenomenon isthat Indonesia is rich in geo-resources (petroleum,minerals, coal, geothermal, etc.) but also vulnerableto geo-hazard (earthquake, volcanic eruption, tsunami,landslide, etc.). Considering those facts, geoscienceeducation acts as the backbone of teaching and

learning processes, formally in the schools anduniversities or informally in community developmentactivities, to understand the natural condition ofIndonesia. However in the past, geoscience educationfocused more on the spatial aspect and disregardedthe temporal-dynamical aspect of earth. Concept ofearth as a dynamic system is enriched nowadays inthe geoscience lecture given in all level of education.Knowledge and understanding of that concept leadsto an appreciation for the importance of managinggeo-resources in a sustainable way and also for thevulnerability of Indonesia region to geo-hazard.

Block 2


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Teacher instruction in geoscience

Chair: Chris King & Ingrid Hemmer


Using experience from one country to develop a curriculum initiative inanother: Earth science workshops for Scotland

CHRIS KING

Keele University, Earth Science Education Unit, United Kingdom,Email: [email protected]

The Earth Science Education Unit had been success-fully established to deliver Earth science workshopsto secondary science teachers (teachers of 11 – 16year olds) across England and Wales through anetwork of specially appointed and trained facilitators.This initiative, funded by the offshore oil and gasindustry (UKOOA), had presented workshops toscience departments in schools and to pre-serviceteacher training institutions and was being very wellreceived.

However, if ESEU wanted to expand into Scotland, ithad to meet new challenges. In England and Wales,most of the Earth science is found in the secondaryscience curriculum, but in Scotland, most Earthscience is found in the primary curriculum (aimedmainly at 11 year olds). It would be impossible forESEU facilitators to visit all primary schools inScotland – there are too many of them. So, a newstrategy had to be developed, presenting workshopsto primary teachers gathered in central locations.

New workshops had to be developed too – appropriatefor primary teachers and pupils and appropriate for

Scotland. ESEU was fortunate to be able to work withthe Scottish Earth Science Education Forum (SESEF)and their Development Officer to devise two newworkshops, to pilot the workshops, to appoint andmanage a team of facilitators and to promote theworkshops to primary teachers across Scotland. ThisScottish form of ESEU activities has been verysuccessful, such that workshops have now beenpresented to more than 1000 teachers in Scotland,receiving very positive feedback.

Important elements of this success have been to:• fund the initiative in the country concerned;• build on a support network within the country;• work with local teachers to develop practically-

based, hands on workshop materials appropriatefor the teachers, the curriculum, the pupils and thecontext of the country;

• pilot the workshops before national roll-out;• appoint local facilitators;• maintain a booking/promotional office in the

country concerned;

monitor the progress of the initiative closely.


Why Earth science CPD workshops in the UK are successful: What teacherssay

SUSANAH LYDON1) & CHRIS KING

Keele University, Earth Science Education Unit, United Kingdom,Email: 1)[email protected]

The Earth Science Education Unit (ESEU) providescontinuing professional development (CPD) work-shops for teachers in the UK. Since 1999, ESEU hasdelivered more than 600 workshops across England,Wales and Scotland, involving more than 4400teachers and 3400 trainee teachers. Around 50 Earthscience specialists around the UK visit local schoolsand teacher training institutions to present workshops,forming a nationwide network which is administeredby a central hub based at Keele University.

Workshops typically last 90 minutes and addressEarth science topics within National Curriculumscience. The workshops focus on practical activitieswhich teachers can use to demonstrate Earth scienceconcepts and processes in the classroom orlaboratory. Teachers try out activities in pairs,demonstrate activities to the group and discuss thepotential for incorporating the activity in their ownteaching, given their individual circumstances.

Follow-up surveys conducted a year after a work-shop has taken place show that schools make longterm changes to their teaching of Earth science inresponse to an ESEU workshop. This is encouraging,particularly since the current consensus in educationalresearch is that short workshop-based CPD is rarelyeffective in bringing about change in the classroom.

Feedback collected from teachers who have parti-cipated in a workshop can help to explain why theESEU approach is successful in changing classroompractice despite the short duration of workshops.Teachers greatly value being given new teaching ideaswhich they can easily implement in their ownclassrooms, and the opportunity to try them out. Theyalso value having contact with a subject specialist whocan deal with specific Earth science questions, makingteachers more confident in their own knowledge andunderstanding.


Empowering student teachers to teach Earth science; a collaborationbetween science and education at the University of Victoria, Canada

EILEEN VAN DER FLIER-KELLER

Chair EdGEO National Program, School of Earth and Ocean Sciences, University of Victoria, Canada,Email: [email protected]

Canada has a well-established program, EdGEO, forproviding earth science workshops for in-serviceteachers. In 2005, a student teacher EdGEO work-shop was offered for the first time, as part of a firstyear university earth science course, „Introduction tothe Earth System II“. The goal of the ‘Education Lab’was to cover the same science content, but in a waythat would facilitate learning of earth science using avariety of teaching techniques and hands-oninteractive activities transferable to the K-10 teachingenvironment. During the ten weeks of labs, studentteachers worked with teaching resources such asrock, mineral and fossil kits, books and posters, whichthey will bring with them into their future classrooms.

To measure the impact of this approach, pre and postlab surveys were undertaken, and lab assignments,midterms, final course exams and course evaluationswere also evaluated. Questions on the surveys were

designed to measure changes in student’s attitudes toearth science, and their earth science knowledgeparticularly with respect to common misconceptions.

The Education lab was a highly energetic, interactivelearning environment. In spite of a concern amongsome of the Education students that they were havingtoo much fun to be learning science, final courseresults showed that the ‘Education Lab’ studentsaveraged final marks over 5% higher than the courseaverage. Survey results showed that these studentsmade similar or greater gains in knowledge comparedto the non-Education lab students. Although the Edu-cation lab students came into the course with generallyless interest in earth science, over 50% said the theirinterest had increased greatly. These students alsoregistered a marked increase in how relevant tosociety they felt earth science to be.


Teacher training is the most effective method of promoting geosciences atschool level in Sri Lanka

ASHVIN WICKRAMASOORIYA

Faculty of Applied Sciences, South Eastern University of Sri Lanka,Email: [email protected]

Recording different types of natural and environmentalhazards in Sri Lanka has been increasing very rapidlywithin last ten years. Rapid change in environmentalconditions and human activities are directly respon-sible for this. As the geosciences has a close con-nection with the environmental hazards, the SriLankan government understood the importance ofintroducing the geosciences awareness programs tothe community as well as for the secondary schoolsyllabuses for various subjects. Establishing of theDisaster Management Centre in Sri Lanka, is anotherimportant step that the Sri Lankan government donefor the promotion of geosciences in Sri Lanka. Butthere is a shortage of specialists and experts in someof the fields of geosciences in Sri Lanka. Therefore,it is very important to produce many graduates andpostgraduates in geosciences within next few years.However, introduce the basics of the geosciencesfrom the school level will be extremely important.Learning is considered one of the greatest means of

education and is not only the acquisition or thefamiliarization of particular knowledge but also theacquisition of skills and the establishment of a principlesystem. Therefore, a teacher has the responsibility toproduce skilful students.In the simplest term, teaching is nothing but apowerful tool that the teacher can give his/herknowledge to the students. However, to become anexcellent teacher, first a person must have a soundknowledge about the subject that he/she is teaching.That is why gathering the subject knowledge isconsidered as one of the most important step inteaching. That is why a teacher must train before heor she will start teaching. As the geosciences is newfor the school students, basic principles of geo-sciences to be introduced step by step for them. Forthis, lesson plans should be designed properly andappropriate teaching methods to be used for teaching.Therefore, teacher training is very important for thepromotion of geosciences in schools in Sri Lanka.


The Scottish Earth science education forum: promoting Earth scienceteaching in Scotland, past, present and future

CLARE BRITTON

Scottish Earth Science Education Forum, Grant Institute, United Kingdom,Email: [email protected]

The Scottish Earth Science Education Forum (SESEF),is a national grassroots network of people andinstitutions committed to earth science education. Itsstructure consists of a Trust, Steering Committee andProject Management Group representing the funding,generation and realisation of projects that promoteearth science at all levels of Scottish education.Ongoing projects include CPD workshops that areearth science based, with clear links to the current 5- 14 curriculum. Aspects of their success include freerock kits and maps that allow students to see and feelhow geology works. Workshops are run by a networkof facilitators, supported by collaboration with theEarth Science Education Unit (England), facilitatingaccess to remote areas and the generation of localcontacts for bookings.Current projects include visits to secondary teachersof geology from professionals in earth science

education, providing support for the teacher andfeedback for SESEF to inform future projects. Weplan visits to encourage and support teachers whowould like to teach geology in future years.

Future projects include the provision of resources forthe secondary curriculum, which is currently underreview. If SESEF is to remain a key CPD provider itis essential to understand the way the curriculum willchange. This understanding will inform developmentof new secondary level resources and guide theregeneration of existing workshops in light of newteaching methods as well as content. In essenceSESEF believes the key to success in promoting earthscience teaching in Scotland is also one of the keyprinciples that underlies earth history – evolution andadaption - at all levels of project generation spanningfunding, science and educational content, and modeof delivery.


Interdisciplinary approach by means of earth sciences: new frameworkand educational law and teachers’ cultural necessities in Ribeirão PretoArea (São Paulo State, Brazil)

GONÇALVES P. WAGNER1) & NATALINA A. L. SICCA 2)

1)Institute of Geosciences – The State University at Campinas, Brazil,2)High Level Program in Education – The University Moura Lacerda, Brazil,Email: 1)[email protected]

This paper shows up what the teachers of secondaryschool think about Earth sciences. It was done asurvey to know what teachers of Geography, Biology,Physics and Chemistry of Ribeirao Preto area (SaoPaulo State, Brazil) think about environmentalproblems and to evaluate what we need to do forteacher education. The study shows up whichteachers develop situated learning but they adopt lowdeep because they do not teach geologic subjects. Wedefend that there are many legal possibilities to

integrate teaching subjects though few teachers areable to adopt interdisciplinary approaches. The lowlevel of understanding of opportunities offered byEarth sciences is a crucial point that creates difficultiesto teachers of secondary schools. Teachers cannotunderstand that geology would be an area to integrateseveral disciplines. Basing on this situation we createa program for teacher education in Earth sciences andthe group of teachers changed their opinion about theeducational roles of the study of the Earth.


Enactment of Earth system education through curriculum material andin-service workshops

KLAUS-HENNING HANSEN1) & SYLKE HLAWATSCH

IPN Leibniz Institute of Science Education, Kiel, Germany,Email: 1)[email protected]

This paper presents an empirical study on problemsand prospects of the enactment of Earth systemeducation (ESE) in the classroom. The study isexploratory, using data that were collected in theproject “System Erde” during in-service workshopsin several German Bundeslaender. We were askinghow teachers enact an innovative approach to ESE,who have access to innovative curriculum materialcombined with well structured in-service workshops.Conceiving implementation as the process in whichteachers and students enact the new curriculum in theclassroom we focused on the teachers’ activities toput new teaching material into practice. First atheoretical framework was developed that describesthe innovative character of the curriculum, theenactment process and the in-service workshops.Then an empirical study is presented that was based

on a sample of teachers, teacher educators andeducational authorities that took part in theseworkshops. We analyze the participants’ ratings of theworkshop, the material, and of supportive or prohi-bitive factors of local enactment. In the center of thestudy are implementation scenarios in which theparticipants design lesson plans. They allow analyzingthe interactions between the ESE curriculum,teachers’ resources, and the actions that they performto put the curriculum into practice. The outcomessupport the importance of providing in-serviceworkshops combined with the curriculum material forimplementing ESE. They also indicate a need for alocal customization of the material. Based on theseresults a model for the local enactment of ESE iselaborated. It helps to improve in-service workshopsfor and the enactment of ESE in German schools.


The Alabama Rocks! Project: A student-led initiative to improve geologyeducation in public schools in southwestern Alabama, USA

DOUGLAS W. HAYWICK1), LANE DORMAN2), JESSICA WIGGINS1) & GLENN R. SEBASTIAN1)

1)Department of Earth Sciences, University of South Alabama, Mobile, USA,2)Department of Geological Sciences, Clemson University, Clemson, USA,Email:1)[email protected]

The Alabama legislation recently modified Statescience curricula for public schools to better reflectthe diversity of science. The curricula now includeimportant elements of geology (e.g., the rock cycle,tectonics, and rocks and minerals) that are specifiedfor each grade levels in middle school (grades 6-8)and high school divisions (9-12). Unfortunately, manyteachers feel unprepared to teach these subjects to theirstudents. Some, quite possibly the majority, of theteachers never took basic geology courses while incollege. Many schools also lack important instructionalmaterials that are necessary to teach geology subjectssuch as topographic and geological maps, mineraltesting kits and most importantly, basic rockcollections. In January 2005, undergraduate geologystudents at the University of South Alabama began theAlabama Rocks! Project to equip middle and highschools in two counties in the southern portion of thestate with a comprehensive collection of state rocks.

A total of 100 kits will be distributed this year. Theproject was supported with a grant from Legacy Inc,an environmental partnership involving state andfederal agencies and public citizens, and the Univer-sity of South Alabama Geological Research Fund. TheGeological Survey of Alabama provided geologicalmaps at reduced cost for inclusion within each kit.The 44 rocks comprising each of the 100 kits are avast improvement over traditional store boughtversions in several important ways. They representthe most important rock units within the state therebyproviding locally relevant examples of geology to thestudents. They are also much larger specimens (500– 1000 g each) which allows students and teachersto better recognize compositional and texturaldifference between the rocks. Lastly, we providedvery detailed information about each specimen to theteachers so that they would be more confident aboutthe specimens when instructing their students.


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Poster session


Goscience education and training in India: problems and prospects

MADHUMITA DAS1) & TAPOS GOSWAMI

Utkal University, Department of Geology, India,Email: 1)[email protected]

There have been spectacular advances in the field ofInformation Technology, Genetic Engineering,Biotechnology, Material sciences and ExtraterrestrialGeology during the last century. But man has becomea part of the Earth system in bringing potentiallyserious consequences for our future. The growth ofhuman population has created an irreparable envi-ronmental degradation, loss of biodiversity and envi-ronmental pollution. The sea level is rising about 3mmper year, the average global temperature may rise 10degree centigrade by the year 2050 which will bringenormous change in the climate. To combat thissituation Geoscientists must come forward with somedefinite goal and rational solution to obtain a scientificunderstanding of the entire Earth system and itsevolution on all time scales. Compared to other pri-mary branches like Physics, Chemistry, Mathematicsand Biology Geoscience is neglected. In India Geo-science is taught only at the higher echelon of edu-cation system and hardly it figures out in the curriculaof primary and secondary levels of school. Formalacademic programme at Graduation level started in the

Presidency College, Calcutta in 1886.Presently out ofthe regular 220 Universities Geoscience is being taughtin some 50 Universities. The University GrantsCommission introduced a uniform curriculum for allthe universities since 2002.But academic curricula andstandard varies within the states due to difference insocio-economic status and other reasons. The presentpaper aims at suggesting a model curriculum toaddress the environmental problems like water andenergy scarcity, desertification, climatic changes andother issues. The young generation must be trainedand taught to utilize the marine resources, use non-conventional energy resources, use low grade oresoptimally by beneficiation and recycle solid wastematerials. Interdisciplinary branches like Biogeo-chemistry, Groundwater ecology, Geoinformatics,Medical Geology etc may be introduced taking localgeological conditions into account. Another importantresponsibility of the Universities and other geoscien-tific organisations is to popularise geoscience amongthe community through public awareness campaigns.


Geology teaching in Algeria: A program overview

OMAR KOLLI

Laboratoire de Métallogénie et Magmatisme de l’Algérie, Dept. de Géologie, Faculté des Sciences de la Terre,Alia, Bab Ezzouar, Alger, Algérie,Email: [email protected]

The teaching of geology sciences is quite recent inthe Algerian universities. It goes back to the last threedecades. There is common degree programme for thefirst three years. The first year assumes no priorknowledge of geology and is devoted to the teachingof mathematics, physical sciences, chemistry, biologyand a little geology.

The followed two years are devoted to provide anessential background to studies in areas. The topicsdealt with include: general geology, mineralogy, sedi-mentology and stratigraphy, structural geology, pale-ontology, geological maps, geochemistry, petrographyand regional geology of Algeria. In the fourth year,there are specialist courses and the students’ majoreither in petrology and structural geology, sedimen-tology, hydrology, geophysics, engineering geologyor economic geology.

These undergraduate courses are not purely academicstudy but they also prepare for a professional careerin geology. They consist of lectures, laboratory exer-cises, practical training, and a considerable part of thestudy takes place in the field during fieldwork andexcursions. Each year, fieldwork includes a classduring one or two weeks learning the techniques ofgeological field mapping.The students can achieve the basic degree, the DES(Diplôme des Etudes Supérieures) in four years andthe diploma of state engineer in five years.In addition, a small number of graduate students pro-ceed to postgraduate taught and research degreeswithin the national PhD training programmes in geology.At present a reform based on the LMD (LicenceMaster Doctorate) system is being progressivelyimplemented, and where the environment has a greatimportance.


The emergence of Earth system science: a historical view


1) National Taiwan Normal University, Taiwan,Email: [email protected]

Geosciences are now experiencing a revolution arisingfrom the accumulation of diverse observation data anda new approach of systematic thinking.

Not until 1957, the International Geophysical Year(IGY), large systematic scientific monitoring pro-grams had put under way, the concept of “EarthSystem” remained only a simulation theory. From thattime, large amount of sufficient observation data wasdocumented and models were also proposed toaccount for the global environmental change, likeENSO, upwelling, and drought in Sahel, West Africa.From 1985 to 1995, an ambitious program, TropicalOcean-Global Atmosphere Program (TOGA), wascarried to observe and simulate coupling effects ofocean-atmosphere system and the impacts on climatechange. This program had not only improved theunderstandings toward El Nino, but it also called lotattentions toward global warming, possibly inducedby anthropogenic greenhouse gases. Combining withthe earlier issue of ozone depletion, the interactionsbetween human and biophysical systems seemed

more profound than ever thought for science com-munities in 1980s. Besides, the biophysical systemsare regarded non-linear in feedback mechanisms asglobal observing programs increasingly revealed. Anew approach to Earth studies was then desperatelyneeded.System Theory provides a conceptual frameworktoward the new approach. Thus, the Earth was con-sidered as a single, inter-linked, and self-regulatingsystem. Moreover, according to System Theory, theEarth System is hierarchically structured; thereforeeach level of the Earth System and subsystems hasits own laws, which cannot be derived from the lawof the lower level. Considering Kuhn’s perspectives,a new revolutionary theory might be merely a higherlevel theory than those known before, one thatintegrated whole lower level theories without sub-stantially changing any. Nowadays the revolution isundergoing with changes of world view. Most of all,Earth System Science, the new paradigm, it re-evaluates the nature of the Earth System so that thefull complexity will be considered.


How did people interact with nature in East Asia in the past? -Reconsidering the relationship between humans and nature

HISASHI OTSUJI

College of Education, Ibaraki University, Japan,Email: [email protected]

We can define science and/or scientific activity asexamples of the relationship between human beingsand nature, as are eating, playing, and using thematerials supplied by nature. We now live in a timeof crisis in this relationship. To learn lessons from thepast that could help the future relationship betweenhumans and nature, I examined the actions of threesignificant Japanese men from times gone by.

Shingen TAKEDA, a famous general in the WarringStates Period of Japan, instigated his policy on floodcontrol and application of river water for rice cropbefore 1600.

Moemon NAGATA, a gold miner in Takeda’s region,applied the technique to rice farming after 1650s inthe area occupied by the Mito Clan. Gold miningtechniques were used as a basis for supporting localgovernments of several clans around Japan in the rice

standard period. This flourishing of gold mining canbe found in fairy tales of the period, too.

Goryo HAMABUCHI, the president of a private companyin1850s, put his money into constructing a 600-mlong bank in his home town after the town had beendamaged by a tsunami. He, too, used a uniquerecovery plan to benefit the local community.The conclusions that we can draw from the effortsof these three people are that we can try to coexistwith nature; use the power of nature; give positivefeedback to other people; and not only build a strongphysical structure but also rebuild something strongerin people’s minds.These primary lessons can also be applied in today’ssociety to prevent future environmental issues on theone hand, but also to deliver a powerful message inregard to the strategies that we select and initiate.


Universal design of geoscience learning

SHARON LOCKE

University of Southern Maine, Research Initiatives and Geosciences, USA,Email: [email protected]

The U.S. National Science Education Standardsemphasize the importance of science education andliteracy for all students. At the same time, changingU.S. demographics suggest that to ensure a continuoussupply of highly skilled scientific workers, scienceeducators must reach out to groups that have beentraditionally underrepresented in science, includingwomen, minorities, and persons with disabilities.Universal design of geoscience learning is a peda-gogical approach that has the potential to significantlyenhance the accessibility of geoscience curricula fordiverse learners. Universal Design in Education(UDE) has its origins in the fields of architecture anddesign, where physical spaces and technologicaldevices are designed so as to be accessible to personswith different physical challenges. Universal designprinciples applied to education means that teachingand learning activities are structurally and functionallydesigned from the start so as maximize learning for

all students. As an instructional approach, universaldesign is being used at both the K-12 and under-graduate levels as a strategy for improving learningoutcomes for students with disabilities; however, aconsensus is forming that universal design (UD)benefits all students and could be much more broadlyinfused into science education. A limited number ofprograms have applied universal design to the geo-sciences through incorporation of three fundamentalUD strategies: multiple means of presentation of ma-terial, multiple strategies for engaging students inexploration of a topic, and multiple means ofassessment of student learning. For this project,teaching scenarios for the characterization of earthmaterials, interpretation of maps, and hydrologic fielddata collection were evaluated in the context of UD.A reengineering of instruction is proposed that allowsfor multiple pathways through which students canreach the desired learning goals.


Soil science in school

GABRIELE BROLL

University of Vechta, Geo- and Agroecology, Germany,Email: [email protected]

Like geoscience soil science is not integrated in school.Understanding soils linking geosphere and biosphereis one precondition for understanding of ecosystemprocesses. In most cases it is still depending on theteacher who has some possibilities to teach soil topicsin geography, biology and chemistry for example.Always soil has to be presented in connection to asubject like sustainability for example which is of highrelevance for the society. Those subjects dealingmainly with soils like soil functions are up to now ofminor relevance in school although it is important tounderstand soil functions in order to prevent soil

degradation for example. Objective of the presentationis to give an overview about the activities in Germanyto integrate soil science in school. The German SoilScience Society initiated many activities in order topush soil subjects in school. A lot of materials forschoolchildren already exist but in many cases thismaterial is of low quality. Another problem is that mostof the teachers are not educated in soil science. Thus,another important target group besides the childrenare the teachers and especially those students who aregoing to become a teacher.


The evolution of images of the earth interior through time can illustratenon-specialists about how earth science is built


Universidad de Buenos Aires; Argentinia,Email: [email protected]

History of Science if more than a mere collection ofdates, names and facts, it can also provide an usefultool to teach about the permanent interaction ofhypothesis and facts and how these are influenced bytechnological advances produced in other areas ofScience.

The interest in the structure and internal compositionof the Earth has appeared late in the history of hu-man curiosity and most speculations started after theend of Renaissance and extends -with increasingscientific rigour- to present days.

Less than 15 km of the almost 6.000km of the Earth’sradius have been directly tested and this is so in onlyone site, thus the lack of direct information aboutcomposition and structure of the materials belowsurface and about the evolutionary trends oftemperature and pressure with depth called forindirect approaches.

Extrapolation of observable facts, structures and rocktypes in the crust have marked first theories about theearth interior in the 16th to 18th Centuries, while theadvances in seismic recording and interpretationproduced the first accurate pictures of the earthstructure in the end of the 19th Century. Astronomical

calculations and geographical measurements resultedin density values required for the Earth material thatwere not compatible with those observed in the outerlayers. Meteorites, on the other hand, gave evidencethat rocks different from observable ones could behidden down in the Earth. The popular “onion” modelof the Earth interior was fully developed along 20thCentury, and close to its end, Global Tectonics im-posed the need for a geodynamical interpretation ofthose features observable in the surface and discer-nible in the crust and upper mantle. In the beginningof the 21st Century, seismic tomography is giving thefirst detailed pictures of the mantle in which dynamicfeatures (e.g. sinking plates) can be interpreted withan acceptable degree of confidence.

During all these evolution, many interesting illustra-tions have been published which are not only aesthe-tically attractive but whose theoretical bases, theelements they show (and of course those they miss)and how they compare with the ones that followedthem in the continuous process of knowledgegeneration, bring an attractive bases for the discussionof how scientific theories pass from incipient ideasto paradigmatic frameworks and to dusty books inold libraries with the everlasting pass of time.


Problem solving in geology teaching: a preliminary study

SUSANNA CARRASQUINHO, CLARA VASCONCELOS1) & NILZA COSTA

Department of Geology; Faculty of Science of Oporto University, Portugal,Email: 1)[email protected]

Regarding the “Teacher Training in Geosciences” wehave developed a classroom management plan, pro-blem solving based, related to “Consequences ofEarth Internal Dynamic – Earthquakes and Volca-noes”; and explained models of internal earthstructures. Firstly, the earthquakes and volcanoes areinterpreted as consequences of the earth dynamics;secondly, science and technology (especially the studyof earthquakes and volcanoes) contributes to theunderstanding of internal earth structures. This taskwas undertaken through a diverse range of classroomactivities: diagnosis exercises, PowerPoint presen-tations, book exercises, motion picture, acetate (with

several pictures in order to develop student inter-pretations) at internet sites, magazines, books, etc.This investigation took place in 2005, at a school inthe north of Portugal, with students aged between 12and 13 years. The investigative methodology was ofqualitative type, in a perspective of action research,therefore using “snapshots” (student’s simple ques-tionnaire) and a teacher classroom diary (receivingfeedback on the thoughts and feelings of students andteacher regarding the application of a classroommanagement plan). This poster highlights the resultsof the investigation and the future perspectives for anupcoming research project.


How gender and race of geologists are portrayed in introductory physicalgeology textbooks

STEPHEN R. MATTOX

Grand Valley State University, Department of Geology, USAEmail: [email protected]

Attracting more students to geosciences is imperati-ve. Many students first experience with geology isin a freshman college course. The AmericanGeological Institute estimates that 315,000 physicalgeology text books are sold in the United States peryear. Is there a bias in how geologists are portrayedin these books and, if so, what are those biases?

I selected 15 texts from nine different publishers.Data was collected on the number of photos, thenumber of photos with scientists and the number ofscientists in each photo. Gender data was divided intomale, female, and unknown. For each gender I notedif the individual was Caucasian, African-American,Asian, Latino, or unknown. I noted if the geologistwas active or passive.

Only 258 (3 %) of the 8,573 figures showedgeologists. Of the 296 geologists in the figures, 204are male (68.9 %), 60 are female (20.3%), and 32 are

of undeterminable gender (10.8 %). Out of 204 males,156 are Caucasian (76.4 %), 10 are racially diverse(4.9 %), and 38 are unknown (18.6 %). Out of 60females, 51 are Caucasian (85 %), 4 are racially di-verse (6.7 %), and 5 are unknown (8.3 %). Geologistsare shown as active or passive in near equal numbers.

Physical geology books portray males as 3.5 timesmore likely to be geologists compared to females.This ratio significantly exceeds the current proportionof men and women entering the workforce (58 %male and 42 % female for B.S. degrees in Earthscience) or the near equal proportions in the U.S.population. The books imply that Caucasian geologistsare 15 times more abundant in the work force com-pared to their non-white peers. This ratio differssignificantly from the data for recent graduates andthe general U.S. population (about 3:1 for both datasets). I will offer possible solutions to book authorsand publishers.


Understanding soil function and soil protection

KARIN GEYER1), HANS-GEORG BRAUCHMANN & GABRIELE BROLL

University of Vechta, ISPA, Div. of Geo- and Agroecology, Germany,Email: 1)[email protected]

Teaching about rural ecosystems, soil and waterprotection with experiments and in the field.

Teaching geoscience includes soils as important partsof ecosystems linking geosphere and biosphere. Soilsare influenced highly by land use, especially agri-culture. Many rural ecosystems in Northern Germanyare dominated by intensive agriculture. The amend-ment of mineral fertilizer, manure and other organicfertilizers lead to eutrophication and contamination ofthe soil with metals, for example. Also, the groundwater and therefore the drinking water are affected.Thus, the objective of this project was to combine adidactical exhibition for water protection in anagricultural area with soil related topics.

Informing materials and experiments are developedto show children of the age from 6 years up to 16

years the problem of drinking water quality in thesandy “geest” regions of northern Germany. Thereare three steps of learning: first of all the children learnexperimentally to understand the function of soilfiltering water for example. In a next step the childrenlearn at a soil profile how substances are washed outin the ground water. Finally, soil protection strategieslike soil management, crop rotations and restrictionsfor fertilization are discussed.

An evaluation was made to find out, how these verycomplex facts and circumstances are understood bychildren of different ages. Pictures drawn by thechildren were used to find out, what children do learnabout soil concerning the production of food anddrinking water.


International workshop on education for natural disaster preparednessand its implementation mechanism in the context of ESD

MASAKAZU GOTO

National Institute for Educational Policy Research of Japan,Email: [email protected]

Major natural disasters have been taking place incountries of the region in the last decade. Earthquakes(Kobe Japan, Bam Iran, North West Frontier Provinceand Kashmir (2005 in Pakistan, India and Afghanis-tan), tsunamis in 2004 (Indonesia, Thailand, SriLanka, Maldives), volcanic eruptions (Indonesia,Philippines), floods and landslides (China, Philippines),and other disasters have caused so much stress in livesof people, damaged properties, changed the landscape,and destroyed infrastructures. Education systems havebeen affected, not only in terms of destruction ofschool infrastructure and facilities, but also in losinglives of children, teachers, parents, community leadersand members. There is therefore, a priority need toprovide education for all on natural disaster prepared-ness and coping strategies. The Asia/Pacific CulturalCenter for UNESCO (ACCU) prepared an inventoryof existing materials and developed literacy materialson natural disaster prevention; while the National In-

stitute of Educational Policy Research Japan (NIER)participated in the development of teaching-learningmaterials for curriculum integration as one of the unitsin the UNESCO Resource Pack on “Leading and Faci-litating Curriculum Change.” NIER also organized aUNESCO regional seminar on ESD in 2004, and theInternational Symposium on Educational Reform inMarch 2005 “Sustainable Development and Educationfor the 21st Century”. Both seminars came up withrecommendations for the implementation of theDESD.

To initiate the project and as a follow up on the variousefforts, as a contribution to the celebration to theDecade of Education for Sustainable Development(DESD), this International Workshop on Educationfor Natural Disaster Preparedness and its Implemen-tation Mechanism in the Context of ESD is beingorganized.


Promoting geoscience education for all: Towards the development ofadaptive culture in a geohazard vulnerable area in Indonesia.

DWIKORITA KARNAWATI1), SUBAGYO PRAMUMIJOYO1) & KUNCORO2)

1) Geological Eng. Dept. Gadjah Mada University, Indonesia,2) Faculty of Psychology, Gadjah Mada University, Indonesia,Email: 1)[email protected]

Due to the dynamic geological conditions in Indonesia,various types of geological disasters frequently strikemost of the Indonesian region. Interactions of thethree active plates, i.e. Indo-Australia, Eurasia andPacific Plates result in high vulnerability of the regionto the earthquake, tsunami, volcanic eruption, andlandslides. However, the communities living in suchvulnerable area have not yet really understand andaware with the threaten of geohazards and thisbecome the main reasons for many casualties andfatalities when the disasters occur. Despite someefforts that have been done to disseminate andeducate the communities to improve their awarenesson potential geohazard in their environment, theevidences show that such efforts have not yeteffectively resulted in sufficient public empowerment.Moreover, consideration on the potential threatens ofgeohazards are poorly accommodated in most of theregional development plan. Therefore, the needs topromote geoscience for all, i.e. for the communitiesand policy makers, are urgently required.

The strategy, approach and method to promoteGeoscience Educations for all towards thedevelopment of adaptive culture in geohazardvulnerable are will be the main concern discussed inthis paper. Adaptive instead of challenging approachis recommended. The main strategy of this approachis to provide most simple information related to thepotential geohazards through various media which canbe easily accessed by the individual person. Thus bothformal and non formal approach can be implemented.Some of selected local wisdom has to be identified tobe adopted as part of the education program. Theinvolvement of various stake holders fromGovernment Sector, Private Sector as well as NonGovernment Organization and Educational Institutionsare crucial to support the effectiveness of the pro-gram. The law for disaster management also urgentlyrequired to reinforce that the geohazard educationprogram is the right and responsibility for all. Indeed,effectivtiy improvement of the approach and methodfor this education program is very important to ensurethat adaptive culture to live in harmony with the naturecan be appropriately developed.


Making of Tsunami pamphlet for school children in Indonesia anddisaster prevention education

SHIBAYAMA MOTOHIKO, DICKY MUSULIM, NAOKO KAGAWA, SHIBAKAWA AKIYOSHI & YOSHITUGU HIRAOKA

Natural Environmental Institute, Osaka, Japan,Email: [email protected]

A large earthquake that occurred off the coast ofSumatra (Indonesia) caused the Tsunami disaster thatnot was so far on December 26, 2005. It is necessaryto support it on a soft side in disaster help besidessupport in hard respect. That has not progressed stillso much after one year though it was talked to theimmediate aftermath in countries where the necessityof the disaster prevention education that is the onereceived damage.

This research is the one having thought how to dothe disaster prevention education to the children onthe Java island (Indonesia) that will be the Sumatrasurrounding area where the possibility is high whenthe future though did not encounter this tsunamidamage so much. The school child was targetedbecause of thinking that there is a period when thetsunami is generated for a long time, and it is effective

to teach disaster prevention to the school children withlong life in the future.

The poster and the pamphlet for the tsunami disasterprevention decided to be made as one of the disasterprevention teaching to the school children. The posterwill be posted in each school, and the pamphletschedules to distribute it to all the sixth graders. Thedistribution region is an elementary school of about400 around the Indian Ocean shore on the Java Island.The distributed one is a pamphlet (A4 and 16,000pieces) for the sixth-year students and poster (A2 and3 pieces) for each school. The student at thePadjadjaran University plans to distribute it.

This distribution of the first time becomes it as a trialin Indonesia it was not so far that the printed matterof the pamphlet etc. is distributed to each child.


Some modeling-based practices in geoscience classes

YOSHIO OKAMOTO

Tennoji high school attached to Osaka-Kyoiku University, Minami-Kawahori-cyo, Tennoji-ku, Osaka, Japan,Email: [email protected]

We introduced some modeling-based practices at K-12 levels by which natural phenomena are reproducedshowing the fundamental principles. These processand results strongly inspire our students and they canlearn to enjoy the making models for themselves. Thethemes are about geo-linked phenomena such aslandscape evolution, earthquake mechanism, platemotions, volcano related phenomena, climate modelsand sedimentary processes. The themes which ourstudents chose in this year are as follows: Karst land-scapes, stalactites in limestone cave, volcanic erup-tion, meteorite impact, rock magnetism measurement,fault mechanisms, rock joints and greenhouse effectby carbon dioxide. It is important how complicatednatural phenomena are reduced into simplemechanisms, and also the selection of the themes, too.Models are basically made of cheep kitchen tools, one-dollar-shop items and food materials. Moreover high-technology tools are used for precise measurementand data recording, such as video camera, digitalcamera and some measuring apparatus, whose priceshave decreased down because of their massproduction. For example, the students use a bathsparkler for volcanic eruption, water solution ofaluminium sulfate for stalactites making, styrene foam

balls for sand dune and liquidizing of sediments, andmelting sugar candy for cooling joints. We alreadydeveloped an analogue experiment showing reversefault mechanisms using flour and cocoa powder(Okamoto, 2003). The movement using such ana-logue models, named kitchen earth science (Kurita,2001), is now getting more popular particularly amongresearchers. Advantages of use those models ingeoscience study are as follows: first; thinking processof how constructing models is the best ways forscientific consideration, second; making andmeasuring process of their models are the besttrainings for scientific experimental skills. Thosemodels are quite useful not only for natural sciencecourse students but also for humanities science coursestudents. However, the preparation and evaluation ofstudents work are sometimes troublesome and pain-staking matter for teachers. Because some studentscan not make their themes rapidly or sometimes theymay select a theme hardly constructive, so we some-times prepare some suitable candidates as theirresearch themes. Apart from such demerits, ourstudents enjoyed those modeling and also madeinteresting presentations whether they success or not.They learn many things even from failed experiments.


The present research is an attempt to examine,investigate and analyze the environmental sustainabilityin the Western Himalaya. The research findingshighlight that there has been a large scale changes inthe land use pattern, mainly the transformation fromthe forest land to agriculture, horticulture, recreationaland hotels due to tourism based urbanization, whichhas created a large scale environmental degradation,soil erosion, crises of water resources, deforestationand pollution . The research is based on empiricalresearch of Upper Beas basin of Western Himalaya.The basin is located in the temperate zone ofHimalaya. Geographically, Pir Panjal and DhauladharRanges confine the valley. River Beas form the majordrainage. The research methodology is based on boththe primary as well as secondary data sources. Forthe primary data sources stratified random sampling(SRS) technique was applied, while the secondary datawere collected from different Governmental and Non-governmental Offices and institutions.

The Himalayan geosystem had a congenial relationship

Impact of land uses and land cover changes on environmentalsustainability of western Himalaya

B. W. PANDEY

Department of Geography, Shaheed Bhagat Singh Ev. College, University of Delhi New Delhi, India,Email: [email protected]

in the past with abundant natural resources for lifesupport systems of the local communities. The landuse pattern was more or less similar up to earlyEighties. The basic changes occurred due to largescale unplanned tourism development, hence, tosupport to the tourism, infrastructures developmentled a heavy congestion of buildings and roads.

The present anthropogenic activities have degradednot only the local environment, but also have reducedthe natural resources base of the local community.Apart from above, the anti-ecological approaches ofthe government, particularly, “Natur Land Act, 1968”(distribution of land to landless people), in which theforest land 9thatches) were redistributed to thelandless communities of Himachal Pradesh. Hence, anew dimension has been emerged between economyand ecology, dependence and self reliance. An urgentand immediate action and remedies have become theneed of the time to save the environmentalsustainability and ecological management in the highlypolluted region of the Himalaya.


Fusulinids from the carboniferous strata in the Gangdong area,Taebaeksan Basin, South Korea

CHANG ZIN LEE

School of Science Education, Chungbuk National University, South Korea,Email: [email protected]

The goal of the study is to recognize the fusulinidbiostratigraphy of the Carboniferous limestonedistributed in the Gangdong area of Samcheok coal-field, Korea. The Carboniferous strata of the studyarea mainly comprise alternaton of dark gray shale,dark gray, reddish sandstone, and gray limestone. Thelimestones consist mainly of wackestone-packstonecontained various bio-skeletons such as crinoid, coral,brachiopoda, and bryozoa, which indicate the shallowmarine environments. In order to recognize thebiostratigraphy of the limestones, total 12 speciesbelonging to five genera of fusulinids are identifiedfrom the 8 stratigraphic horizons of the Gangdonggeologic section: Ozawainella turgida Sheng, Oza-

wainella sp. A, Ozawainella magna Sheng, Pseudo-staffella antiqua (Dutkevich), Pseudostaffellaparacompressa Safonova, Pseudostaffella kimiCheong, Pseudostaffella sp., Beedeina lanceolate (Lee& Chen), Beedeina samarica (Rauser-Chernoussova),Beedeina sp. A, Neostaffella sphaeroidea var. cuboidesRauser-Chernoussova, and Hanostaffella hanensisCheong. Such fusulinids species were reported fromthe lower part of Geumcheon Formation in theSamcheok coalfield and the middle Moscovian Stagein China and Russia. The overlapped strata by faultsand folds are found in the process of the fusulinidbiostratigraphic study of the Gandong geologicsection.


Competition and limitation in planktonic communities – a studentinvestigation

REIMERT NEUHAUS1) & AVAN N. ANTIA2)

1)UNESCO Project- School Integrierte Gesamtschule Friedrichsort, Kiel, Germany,2)Leibniz-Institute for Marine Sciences, Kiel, Germany,Email: 2)[email protected]

Seasonal changes in marine phyto- and zooplanktonpopulations throughout the year in temperate regionsshow cycles that reflect the ups and downs of plank-tonic life in dependence on light, temperature andnutrients as well as all kinds of biotic interactions suchas predator-prey relationships or simple competitionfor the abovementioned factors. For a school situatedat the waterline such as our school, the “IntegrierteGesamtschule Kiel-Friedrichsort”, these topics offerthemselves quite naturally as a focus for ecologicalcourses.

We thus cooperate in the NaT-Working „Marine Re-search“ Project (funded by the Robert BoschFoundation) with the Leibniz-Institute for MarineSciences at the University of Kiel.

We combine two scientific mainstreams, monitoringand experiment in sampling. Baltic waters are sampled

at regular intervals to measure nutrients and plankton-organisms, monitoring their changes through time.Additionally, experiments are set up in the school withrepresentatives from phytoplankton groups to studynutrient limitation and competition. That means, wesimulate the nutrient situation at a point, whereplankton communities change their assemblage. Thischange is due to advantages of different organismsunder various nutrient levels, resulting in different do-minant species from different taxonomic groups.

Students profit from this work by gaining ecologicaland methodological knowledge at the scientific level.They are expected to improve their “soft skills” suchas self-organization, team work and communicationcapabilities. Last but not least, students can experiencea learning environment outside school and close toreality and get the taste of scientific life with arelationship to their everyday environment.


Information/communication technologies and plate tectonics

SANDRA AMOEDA, HELENA MARTINS & CLARAVASCONCELOS1)

University of Oporto- Portugal, Department of Geology of the Faculty of Science, Portugal,Email: 1)[email protected]

The idea of developing a multimedia tool for theteaching of geology classified under the theme “PlateTectonics” emerged as a consequence of learningdifficulties which are linked to this specific theme andto the existence, in Portugal, of insufficient educa-tional resources supported by computer technologyin problem resolution. The CD-ROM “Plate Tec-tonics” is a multimedia application developed for usas a learning tool directed at the evolution of skills thatallow the understanding and exploration of conceptsconnected to the theme. The conception of this CD-ROM underwent several stages. One of these stagesrelated to specific bibliographical research of thetheme. Through this research an analysis of thecontents of three schoolbooks that exist in Portugalwas undertaken. The purpose of the analysis was to

gain greater understanding about the way the themeis approached, namely concerning scientific conceptsthat should be referred to. In this way, CD-ROMsuggests alternatives that can simplify the constructionof scientific knowledge by the students. The CD-ROM has some characteristics that make its use inthe context of the classroom possible, and can be usedduring the school year without an overlapping of theconcepts. This CD-ROM explores the geologicalaspects which are linked to Plate Tectonics and whichcan be used either by students or teachers, to showthat it is possible to create scientific multimedia hy-per-documents. It could be said that a greateravailability and interest by the people who makedidactic materials is required.


Field trip to Cabo Mondego (centre of Portugal): Teachers’ training andevaluation

CLARA VASCONCELOS1), LUIS MARQUES2), DORINDA REBELO3), LEONEL NUNES3) & JOAO PRAIA4)

1) Center/Department of Geology of Oporto University, Portugal,2) Center of Didactics and Educational Technologies, University of Aveiro, Portugal,3) Secondary School, Portugal,4) University of Aveiro, Portugal,Email: 1)[email protected]

The role played by Field Trip (FT) in Education wasthe object of this study to better understand its value,effectiveness and relationship with the constructionof scientific knowledge. The gap between the requiredperspective and school practice has become anemergent indicator. Therefore, a research project wasdeveloped with the objective of implementing ateachers’ training plan (TLP) involving a FT relatedto Cabo Mondego (region in the center of Portugal).Teachers’ training and evaluation were assumed asnon-separable processes, and evaluation involved apermanent and complex task, dynamically involvingteachers and learners that had elaborated: (i)reflections concerning FT as a didactic resource inGeology lessons; (ii) reflections on their own per-formances and conceptions about the tasks proposed

to them and subjects discussed in FT; (iii) snapshotsof FT development; (iv) reflections on the field tripundertaken in the geologic area (Cabo Mondego) toproduce didactic resources; and (v) replies to a ques-tionnaire. From the analysis of results concerning thedevelopment of FT, the following could be concluded:i) a constructive, integrated and deeper discussionabout FT as a didactic resource was made; ii) a sys-tematic questionnaire about the didactic and geologicaspects related to the visited area was implemented;(iii) necessary knowledge on the elaboration of cur-ricular materials capable of developing in students,competences defined on the official curriculum waselaborated. Some of the results, which were achievedthrough the evaluation instruments referred above,will be presented in this communication.


Field work on the beach in variscan context (northern Portugal):construction of a field guide

PAULO FERREIRA, CLARA VASCONCELOS1) & MARIA DOS ANJOS RIBEIRO,

Centre/Department of Geology of Oporto University, Portugal,Email: 1)[email protected]

The western margin of Iberia consists of a VariscanOrogen fragment, also referred to as the HespericMassif. This Variscan Massif is the geological frame-work of Iberia, and consists mainly of folded andmetamorphosed rocks of Precambrian and Paleozoicage, which were extensively intruded by magmaticbodies. The coastal zones of northern Portugal,namely the beaches, correspond to large and wellexposed outcrops of metamorphic and magmaticrocks, near the big urban centre – Porto (that is neara great deal of schools).

This area is of special and privileged significance torealize field work, not only because of its proximityto schools, but also because fieldwork in thesebeaches permits direct identifications, descriptions,measures, sampling and mapping to be made on theproducts (rocks and structures) that are the outcomeof the internal geodynamic processes, which are notobservable or tested in laboratorial experiences. The-se activities allow the students to conduct analysis andinterpretations and, in the post-field work phase,organise the information collected. Integration with

theoretical knowledge, namely that concerning theEarth’s internal structure and its dynamic systems willalso provide an approach to the understanding of thegeological hazard. This geological evaluation is animportant contribution to the promotion of compe-tencies on the ecological sustainability of human lifequality in the Earth’s systems.

Taking in account a problem solving strategy severalkey questions were organized considering the specificknowledge of each search point.

The elaboration of the guide book included: (i) geo-graphic localization and accessibility; (ii) identificationof the boundaries of the study area and localizationof the search points; (iii) activities proposed andguidelines; (iv) data sheets including drawing schemes.These activities were hierarchized through concreteobservations, descriptions and measurements (minera-logical and/or textural aspects, measuring of structuraldirections) to more abstract concepts (relative dating,geological context of genesis, relationship betweenmagmatic and metamorphic rocks).


Volcanic hazard atlas of the Lesser Antilles – a multimedia version

STACEY M. EDWARDS1), RICHARD E.A. ROBERTSON, ALI SHAHIBA, JAN LINDSAY & JOHN B. SHEPHERD

The University of the West Indies, Seismic Research Unit, St. Augustine, Trinidad & Tobago, India,Email: 1)[email protected]

In May 2005, the Seismic Research Unit of theUniversity of the West Indies launched the VolcanicHazard Atlas of the Lesser Antilles. The first of itskind in the world, this comprehensive reference textsummarizes the current state of knowledge of eachlive volcano in the volcanic islands of the LesserAntilles. The primary purpose of the Atlas is to pro-vide an essential blueprint for planners and publicofficials with responsibility for managing the eco-nomic infrastructure of Eastern Caribbean islands anddealing with the hazards of these volcanoes. Discus-sion of hazards from specific volcanic processes,such as pyroclastic flows and surges associated withlava dome growth, are used to generate a colour-coded hazard map for each volcano. Although the

Atlas has been well received by scientists, governmentofficials and tertiary educators across the globe, it isstill a very technical text with limited appeal to thegeneral public or secondary level students/teachers.In March 2006, staff at the Unit secured funding andbegan designing a multimedia version of the Atlas withthe specific intent of transferring much of the text’svaluable information into a format that could be moreeasily utilized by the general public as well as teachersand students at the secondary level. This poster pro-vides details on the format of both the text and themultimedia version of the Atlas as well as it examineshow the Atlas has been modified to appeal to a broaderaudience.


Free-choice learning in paleontological exhibitions

SANDRA E. MURRIELLO

Departamento de Geociências Aplicadas ao Ensino, Instituto de Geociências, UNICAMP Campinas, Sao Paulo,Brazil,Email: [email protected]

Museums, as spaces for “free-choice learning”, allowtheir visitors an autonomous experience which is theobject of several researches in the field of visitorsstudies. Its high long-term educational potential turnsthem into instruments useful for generating concernabout and building scienctific concepts in a diversepublic but certain context conditions are required.Based on the contextual model of learning (Falk andDierking, 2000) this research considers learning as aprocess/product of interaction of the personal, socio-cultural and physical contexts over time.

In this work I have tried to understand which factorsinfluence learning in visiting paleontological exhibitionsin an Argentinian natural history museum. Theresearch was conducted at the Museo de La Plata(Province of Buenos Aires, Argentina) with non-scholastic public (made up of families, children, un-

accompanied adults, foreigners, tourists, etc.) during2002-2005. Use was made of photographic anddocumental sources, as well as data supplied by themuseum itself, through interviews, surveys and ob-servations of the behaviors of the visitors. Thisinstitution has important paleontological collectionsand among these, the one of Quaternary SouthAmerican fossils is the one that stands out most, butin this work I assume that the visitors are unable todifferentiate these collections from the Mesozoicfossils - dinosaurs - also present in the exhibition. Thisfactor leads to the question of which are the geo-scientific concepts transmitted by the institution andhow they interact with the meaning constructed bythe visitors.

Falk, J. and Dierking, L. (2000).Learning frommuseums. Altamira Press.


The Digital Library for Earth System Education: a catalyst for geoscienceeducation

RUSSANNE LOW

University Corporation of Atmospheric Research, Digital Library for Earth System, Boulder, USA,Email: [email protected]

The Digital Library for Earth System Education(DLESE) is a U.S. National Science Foundation-fundedproject to support excellence in geoscience education byproviding broad access to a library of innovative web-based resources for teaching and learning.

DLESE is the largest Earth science member of the U.S.National Science Digital Library (NSDL) and providescollaborative opportunities for scientists, educationalresearchers, and educators to catalyze the criticalsubstantive change in how science is taught in K-12classrooms, and equally substantive change in theprofessional development of teachers, (U.S. NationalResearch Council, 1997).

DLESE provides scientists and geoscience researchprograms an opportunity to contribute to scientific

literacy and education and impact a broader segmentof society more rapidly, more directly, and more cost-effectively than ever before. For educators, the libraryprovides high-quality, scientifically accurate, peda-gogically reviewed materials that are freely availableto anyone in the world with Internet access. Forfaculty in science education departments, the rapidlyevolving technological and scientific cyberinfra-structure present new and exciting venues for scienceeducation and geoscience education research. Inaddition, DLESE supports international efforts toimprove geoscience education and has developed asuite of technological standards and services that arefreely available for adoption by geoscience educationwebsites in other countries to enhance usability andaccess to high quality educational resources.


Workshops


Teaching physics in new Earth-related ways

CHRIS KING1) & SUSIE LYDON

Keele University, The Science Education Unit, United Kingdom,Email: 1)[email protected]

My only memory of science at school was of staringout of the window and waiting for it to be all over. Iwas completely bored by the teachers writingformulae on the board. This is what Bill Bryson, theauthor of ‘A short history of nearly everything’, hassaid, but the ‘Science in an Earth context’ workshopscan change all this for you. Look through the window

for science that is relevant to pupils. Then test a rangeof biology activities that show how science can betaught in Earth contexts to engage and motivate pupils.WARNING - this workshop is not about teaching Earthscience - it is about teaching biology in new Earth-related ways.


Project “System Earth”: teaching materials for upper secondary education

SYLKE HLAWATSCH1) & CORNELIA SOMMER

IPN Leibniz Institute for Scienc Educationat the University of Kiel, Germany,Email: 1)[email protected]

In 2000 the project “System Earth” started inGermany as an effort to introduce Earth systemseducation to secondary geography and scienceeducation as well as to primary school education. Itaimed at carrying out research on teaching andlearning in the fields as well as developing teachingmaterials that focus on an understanding of the Sys-tem Earth with its interacting subsystems. The edu-cational argument is to stimulate a rational discourseon issues about the planet Earth. This discourse needsa well founded scientific knowledge.

The teaching materials for the upper secondaryeducation are assembled in 11 modules covering topicslike climate change, rock cycle, origin and deve-lopment of life, water cycle, resources and recycling,physics and chemistry of the atmosphere, convectionin the Earth mantle, the ocean and the atmosphere andthe carbon cycle. They are distributed nationwide on

a CD-ROM and comprise subject matter analyses andspecific educational advice as well as work sheets foreach module. Furthermore, various interactive com-puter based teaching materials are provided.The evaluated educational concept fosters an inter-disciplinary approach for teaching and learning byadapting the system theory for classroom use. Theconcept is introduced via the module “System Earth:The Basics” and will be presented during the work-shop. Since integrated approaches are not commonin German upper secondary science education theinterdisciplinary material can be used in biology,chemistry, geography and physics courses. Never-theless, interdisciplinary cooperation among theteachers is encouraged.The workshop and selected teaching materials will bepresented in English, while the CD-ROM is publishedin German.


Teaching chemistry in new Earth-related ways



My only memory of science at school was of staringout of the window and waiting for it to be all over. Iwas completely bored by the teachers writingformulae on the board. Physics and chemistry aregermane to everyone’s lives but the teachers alwaysmade them seem terribly remote.’ This is what BillBryson, the author of ‘A short history of nearlyeverything’, has said, but the ‘Science in an Earth

context’ workshops can change all this for you. Lookthrough the window for science that is relevant topupils. Then test a range of chemistry activities thatshow how science can be taught in Earth contexts toengage and motivate pupils. WARNING - this workshopis not about teaching Earth science - it’s aboutteaching chemistry in new Earth-related ways.


Project “System Earth“: teaching materials for primary school

CORNELIA SOMMER1) & SYLKE HLAWATSCH

IPN Leibniz Institute for Science Education at the University of Kiel, Germany,Email: 1)[email protected]

In this workshop the participants will be introducedto the materials developed in the project “System Earth– primary school”. One aim of the project “SystemEarth - primary school” was to develop educationalmaterials for teaching science in the context of geo-sciences in primary school. Based on the experiencesof young pupils in every day live, an understandingof scientific concepts should be established. Theexplanations of coherences between several parts ofthe earth system are the main goal in this educationalconcept.

The aims of the project and their realization in theteaching materials will be explained in the theoreticalpart of the workshop. Furthermore, the effects ofteaching and learning with the developed materials willbe explicated on basis of empirical studies.

The material, which emerged from the project “Sys-tem Earth – primary school” will be introduced in thepractical part of the workshop. One of these materialsis a schoolbook for primary science learning. It

contains chapters like the emergence of landscape,earthquake and continents, the white stork as amigratory bird between the continents and fossils aswitnesses from the past.

The schoolbook is accompanied by two interactivecomputer games which exemplarily show thecoherences from the parts in a system. In thecomputer game “Ciconias adventurous voyage” thechildren accompany a young white stork on his firstexperiences in his summer and winter habitat as wellas on his flight from Europe to Africa. In the “dinomystery” the children can unravel the mystery of thedeath of the dinosaur Anatotitan.

The participants of the workshop are invited to testthe computer games and to gain experience with someexperiments that are part of the teaching materials inthe textbook.

Teaching materials are published in German expla-nations. English translation will be provided.


Teaching physics in new Earth-related ways



My only memory of science at school was of staringout of the window and waiting for it to be all over. Iwas completely bored by the teachers writingformulae on the board. Physics and chemistry aregermane to everyone’s lives but the teachers alwaysmade them seem terribly remote.’ This is what BillBryson, the author of ‘A short history of nearlyeverything’, has said, but the ‘Science in an Earth

context’ workshops can change all this for you. Lookthrough the window for science that is relevant topupils. Then test a range of physics activities thatshow how science can be taught in Earth contexts toengage and motivate pupils. WARNING - this workshopis not about teaching Earth science - it is aboutteaching physics in new Earth-related ways.


Getting below the line – what students really think! A story basedcurriculum evaluation process

BRONTE NICHOLLS

South Australian Department of Education, Youth Engagement Team, Department of Education and Children’sServices, Adelaide, South Australia,Email: [email protected]

There are many examples of schools, who havedesigned innovative programs to engage young peoplein meaningful learning in the sciences. We can readabout the effectiveness of these programs in journalsand conference proceedings but these evaluations areoften based on quantitative research methods and lackthe student voice necessary to find out what theythought and felt about the program.This paper explores the application of an evaluationtechnique to “get below the line” - to find out whatstudents really think of a program. The processdeveloped by the author and modelled in thispresentation is in the area of dialogical story-basedevaluation. Research conducted by Jessica Dart andRick Davies has informed the development of this tool.

The examples used in this paper are from programevaluations conducted in schools across SouthAustralia including an evaluation of part of thecurriculum offered by the Australian Science andMaths School (ASMS) in Adelaide, South Australia.One might ask why we would use a dialogical tool toevaluate the effectiveness of a program in a school.The teachers of the programs had clear ideas aboutwhat was or was not working and why, and wantedto test these. The richness of the data producedthrough this story based process enables a detailedanalysis of the issues about the students’ learningexperience and provides a way forward for teachersto enhance their curriculum and methodologies usedin the classroom.


Deep time project: understanding of geological time across societies

ROGER TREND1), CHUN-YEN CHANG2) & NIR ORION3)

1)University of Exeter, United Kingdom,2)National Taiwan Normal University, Taiwan,3)Weizmann Institute, Israel,Email: 1)[email protected]

This workshop deals with cross-cultural research intoperceptions of geological time. An internationalworkshop to be held at Exeter University, UK, in June2006 will start this new collaborative project andinterested colleagues are invited to participate. Thecentral theme of the core project is the understandingof geological time in contrasting cultures. The

Bayreuth workshop will present the interim results ofthe Exeter workshop, including detailed proposals fora major 3-yerar collaborative research project. Pro-posals for satellite projects are invited, to run in indi-vidual countries or clusters and to focus on any aspectof deep time. Curriculum and wider implications ofdeep time understanding will be considered.


Teaching ethical aspects of Earth sciences: Consequence mapping andgoals-rights-duties framework

MIGUEL C. CANO

St. Stephen’s High School, Manila, Philippines,Email: [email protected]

Two strategies in teaching ethical aspects of EarthScience have been used in the Year 7 Class at St.Stephen’s High School - Consequence Mapping andthe use of Gerarld Dworkin’s “Goals-Rights-Duties”framework.

Consequence maps or “future wheels” encouragestudents to come up with broad range of implications(consequences) arising from an issue. The recentissues of the implications of the Philippine Mining Act,Cherry Hills Tragedy, The Diwalwal Gold Rush amongothers were mapped to understand how people andenvironment were affected by such occurrences.

After doing consequence maps, the Goals-Rights-Duties framework was used to understand theconflicts existing among individuals or stakeholdersinvolved in the issue. It explores what one intends toaccomplish (goal), what treatment he is entitled to have(rights), and his obligation to act or behave in a certainway.

These two approaches encourage higher orderthinking and highlight the affective learning of studentsabout their environment, thus considered two of thebest practices in teaching Earth science at St.Stephen’s High School.


.


Deutschsprachige Sessionmit Workshops und Vorträgen

(Session in German with workshops and talks)

Chair: Gabriele Schrüfer


Unterrichtsmaterialien des Projektes „Forschungsdialog: System Erde”:Sekundarstufe II und Primarstufe

Sylke Hlawatsch1) & Cornelia SommerIPN Leibniz Institute for Science Education at the University of Kiel, Germany,Email: 1)[email protected]

Im Rahmen des Projektes “Forschungsdialog: Sys-tem Erde” des Leibniz-Institutes für die Pädagogik derNaturwissenschaften (IPN), Kiel wurden Unterrichts-materialien für geowissenschaftlichen Unterricht in

den Schulfächern Biologie, Chemie, Geographie undPhysik entwickelt und evaluiert. Wir werden die Ma-terialien vorstellen und Ihnen die Gelegenheit gebendie computergestützten Materialien auszuprobieren.

Teaching materials of the project „System Earth“:Upper secondary and primary education

In the frame of the project “System Earth(Forschungsdialog: System Erde)” of the IPN LeibnizInstitute for Science Education at the University Kiel,teaching materials for biology, chemistry, geographyand physics classes were developed and evaluated.

We will present a CD-ROM for the upper secondaryeducation and a book with CD-ROM for primaryeducation. There will be the chance to work with thecomputer based materials.


„Geowissenschaftliche Grund- und Leistungskurse imnaturwissenschaftlichen Aufgabenfeld der Sek II“

REINHARD FISCHER1) & ANDREAS WENZEL

Universität Bielefeld Oberstufen-Kolleg, Bielefeld, Germany,Email: 1)[email protected]

Wohl an keiner anderen Schule in Deutschland wer-den geowissenschaftliche Inhalte und Methoden ineiner so großen Breite in das reguläre Unterrichtsan-gebot einer Sekundarstufe II einbezogen, wie amOberstufen-Kolleg (OS) in Bielefeld.Nach einer Änderung des Bildungsauftrages für dasOS im Jahre 2002 schließt die Ausbildung der OS-Kol-legiaten jetzt mit dem Abitur ab. Die Ausbildung istdaher an die Rahmenbedingungen allgemeiner Schu-len herangerückt. Als eine Besonderheit des OS konnteder fächerübergreifende, themenorientierte Grund-kursbereich erhalten werden.Unsere langjährige Erfahrungen im Unterrichten derGeowissenschaften, die wir auch als Autoren in dasIPN-Projekt „System Erde“ einbringen konnten, wer-den Hintergrund unseres Workshops sein.Impulsreferate stellen Beispiele für drei Bereiche vor:1. Leistungskurse für das Fach Geologie im Rahmen

einer Studienfachausbildung von 11/2 bis 13/2. In-formationen unter: http://www.uni-bielefeld.de/OSK/NEOS_Versuchsschule/Ausbildung/Studien-faecher/Geologie/index.html

2. Eine 2-semestrige Grundkurssequenz in der Quali-fikationsphase mit dem Thema: „Feuer, Erde, Was-

ser, Luft - das System Erde“. In der Sequenz wer-den die geowissenschaftlichen Grundlagen zumVerständnis von Bau und Funktion unseres sichständig wandelnden Planeten erarbeitet. Mit che-mischen, physikalischen und biologischen Metho-den werden die verschiedenen Teilsysteme undeinzelnen Kreisläufe untersucht und ihr Zusammen-wirken erforscht. Die Geowissenschaften bildenden integrativen Rahmen.

3. Ein Grundkurs für die Orientierungsphase 11/1 mitdem Thema: „Globale Umweltprobleme am Beispielder Klimaänderung“.

Die Grundkurse haben fächerverbindenden und fä-cherübergreifenden Charakter. Sie repräsentieren dasLernniveau der gymnasialen Oberstufe unter demAspekt einer allgemeinen wissenschaftspropädeu-tischen Ausbildung.• Wir bieten Erfahrungen, Kurskonzepte und Mate-

rialien.• Wir erwarten eine lebendige und interessante Dis-

kussion, bei der die Übertragbarkeit von geo-wissenschaftlichen Inhalten in Kurse der Geogra-phie, aber auch Biologie, Chemie und Physik imMittelpunkt stehen.


Workshop im Geozentrum an der KTB

ULRIKE MARTIN1) & GERNOT KÖCHER

Geozentrum an der KTB, Windischeschenbach,Email: 1)[email protected]

1. Von der Kontinentaldrift zur PlattentektonikHier kommen folgende Unterrichtsmodule zum Ein-satz• das ‘Kontinentaldrift-Puzzle’• das Modell ‘Schalenbau der Erde’• das Modell ‘Plattentektonik’

2. GesteinsbestimmungHier kommen folgende Module zum Einsatz• das Modell ‘Kreislauf der Gesteine’• Gesteinsbestimmung mit Check-Liste und Experi-

menten (Ritz-, Strichprobe, Dichtemessung,Säuretest, Untersuchung der Sägeschnittstelle,Gefügeuntersuchung mit Lupe und Mikroskop,Physikalische Verwitterung)

3. Falten- und BruchtektonikHier kommen folgende kleine Versuche zum Einsatz• Faltenstrukturen bei der Entstehung von Gebirgen

(mit großen und kleinen Schubkästen)

• Bruchvorgänge an divergierenden, konvergieren-den und scherenden Plattengrenzen (mit Basaltmehlauf entsprechend geformten Papierbögen)

• Das Indenter-Modell (Kombination aus den beidenobigen Versuchen)

4. Die Haut der Erde – Unser Boden• Kleine bodenkundliche Exkursion (Geo-Tour) mit

Entnahme von Bodenproben mit Spaten und Boden-sonde

• Analyse der Spatenprobe im Labor des GEO-Zentrums• Experimente mit den Bodenproben

- Bestimmung der Bodenart mit derTrockensiebung

- Bestimmung der Bodenart mit der Schlämm-analyse

- Bestimmung der Bodenart mit der Fingerprobe- Bestimmung der Wasserspeicherfähigkeit und

Wasserdurchlässigkeit- Bestimmung des Bodenmilieus (ph-Wert)- Bestimmung der Bodenhorizonte


Alltagsvorstellungen von Schülerinnen und Schülern zum Thema Bodenund Bodenzerstörung

KERSTIN DRIELING

Westfälische - Wilhelms Universität Münster, Institut für Didaktik der Geographie, Germany,Email: [email protected]

Unterrichtsgegenstände werden vor allem von denlebensweltlichen Perspektiven der Lernenden, also vonihren bis dahin entwickelten Vorstellungen zum Ge-genstand bestimmt. In einem Dissertationsvorhabensollen die Alltagsvorstellungen zum Thema Boden beiSchülerinnen und Schülern geprüft werden.Hier greife ich auf das in der Lehr- und Lernforschunginternational etablierte Modell der Didaktischen Rekon-struktion zurück (Kattmann et al. 1997).Das Thema Boden wird in den Richtlinien von NRWals fakultatives Thema für die Jahrgangsstufe 11 vor-geschlagen und findet sich in den neueren Schulbü-chern für die Oberstufe wieder.Es werden einige grundlegende, in Leitfadeninterviewserhobene Schülervorstellungen zum Thema Bodenvorgestellt. Dabei wird auf Alltagstheorien eingegan-gen, die sich mit dem Aufbau und den Bestandteilendes Bodens und den Bodenfunktionen beschäftigen.Individualität und Heterogenität der Vorstellungenwerden an Interviewaussagen wie auch an von Schü-lerinnen und Schülern erstellten Skizzen konkretisiert.

So ist der Boden für den einen Schüler in Schichtenunterteilt, die aus verschiedenen Materialien wie z.B.Erde, Sand oder Kies bestehen. Eine andere Schülerinstellt sich unter Boden eine mehr oder weniger ein-heitliche Materie, in der die Tiere wohnen und die nachunten hin vom Wasser begrenzt wird vor. Die Schüler-innen und Schüler sehen die Funktionen von Bodenzum Beispiel darin, dass er Tieren und Pflanzen alsLebensraum dient und Nährstoffe bereit stellt, Pflan-zen Halt gibt, damit sie nicht umkippen oder auchWasser filtert.

Anschließend werden ausgewählte Strukturdiagram-me zur Bodenzerstörung, wie z.B. zu Bodenerosion,Bodenversauerung und Bodenverdichtung, präsentiert,in denen die von den Schülern erkannten bzw. ver-muteten Wirkungszusammenhänge deutlich werden.Diese wurden mit Hilfe der Struktur-Lege-Technikerstellt (SCHEELE ET AL. 1992).

Die jeweiligen Alltagstheorien der Schülerinnen undSchüler werden miteinander und mit ausgewähltenfachwissenschaftlichen Theorien verglichen.

Schoolgirls’ and schoolboys’ alternative ideas ofsoil and soil degradation

Topics in class are influenced to a great extent by theeveryday experiences of the learner, i.e. by their deve-loped ideas of the subject until then. In an intendeddissertation the everyday life expectations of school-girls and schoolboys to the topic soil are being examined.

In this context I resort to the internationallyestablished “Modell der Didaktischen Rekonstrukti-on” (model of didactic reconstruction) (Kattmann etal.1997).

The topic soil is proposed as a facultative topic forgrade eleven in the guidelines of North Rhine-Westphalia and is found in the newer textbooks forthe sixth form.

Pupils understanding of soil, collected in guidelineinterviews, are presented. I will take into account al-

ternative conceptions that deal with the structure andcomponents of soil and its functions. Individuality andheterogeneity of the ideas are concretised in interviewstatements as well as on drafts drawn by schoolgirlsand schoolboys. For one pupil soil is therefore dividedinto layers which consist of humus soil, sand orgravel. Another pupil is visualising soil to be a moreor less consistent matter in which animals live andwhich below is delimited by water. For exampleschoolgirls and schoolboys are seeing the functionsof soil in the fact that it serves animals and plants asa habitat and supplies them with nutrients, gives plantssupport so they do not tip over or filtrates water aswell.

Afterwards selective structure diagrams of soildegradation are presented, such as soil erosion, soil


acidification and soil hardening. The identified andassumed connections of the pupils are revealed here.These were generated with the help of “Struktur-Lege-Technik” (structure-lay method) (Scheele et al.1992).

Pupils’ alternative conceptions are compared witheach other and with selective scientific theories.

Literatur/ReferencesKattmann, U., Duit, R., Gropengießer, H. & Komorek, M.

(1997). Das Modell der Didaktischen Rekonstruktion. In:Zeitschrift für Didaktik der Naturwissenschaften. 3. issue,p. 3-18.

Scheele, B., Groeben, N. & Christmann, U. (1992). Ein alltags-sprachliches Struktur-Lege-Spiel als Flexibilisierungs-version der Dialog-Konsens-Methodik. In: Scheele, B.(Ed.): Struktur-Lege-Verfahren als Dialog-Konsens-Metho-dik. Münster, p. 152-197.


Lehren und Lernen mit dem Computer – Zwischenbilanz einerUntersuchung der Lernprozesse beim Einsatz multimedialer Lernsoftwareim Geographieunterricht

JUTTA KUHN-BITTNER1) & ALEXANDER SIEGMUND

Pädagogische Hochschule Heidelberg, Abteilung Geographie, Heidelberg,Email: 1)[email protected]

Im Fach Geographie kommt der Analyse und Visu-alisierung raum-zeitlicher Strukturen und Prozesseeine zentrale Bedeutung zu. Dabei gewinnt der Com-puter nicht nur als Arbeitsmedium zur Erhebung, Ver-arbeitung und Untersuchung aktueller Daten an Ge-wicht, sondern auch zur interaktiven und schüler-zentrierten Plattform für den Einsatz unterschiedlicherLernsoftware. In zahlreichen Bildungsplänen wird derEinsatz von Lernsoftware wenn nicht explizit gefor-dert, wie etwa in der 7. Klasse des Gymnasium undder Sekundarstufe II, so zumindest angeregt.

Über die mit dem Einsatz computergestützter Lern-software verbundenen Lehr-Lern-Prozesse ist immernoch wenig bekannt. Die meisten Studien beschäfti-gen sich mit Vergleichuntersuchungen der Lerner-gebnisse beim Einsatz von Lernsoftware im Vergleich

zum „herkömmlichen“ Unterricht, nicht aber mit denProzessen des eigentlichen Lernvorgangs selbst. Wielernen die Schüler mit Hilfe von Lernsoftware? Wel-che Strategien verfolgen sie bei ihrem Lernprozess –oder basiert die Anwendung letztlich nur auf dem „try-and-error-System“? Welche Merkmale und Eigen-schaften von Lernsoftwareprogrammen fördern denLernprozess, welche behindern ihn? – dies sind eini-ge der zentralen Fragen, denen im Rahmen des Pro-jektes nachgegangen werden soll.

Die dargestellten Fragestellungen werden mit Hilfe derLernsoftwarereihe „Alex auf Reisen“ des Klett-Verla-ges untersucht werden. Dabei konzentrieren sich dieUntersuchungen auf das Programm „Alex auf Reisenin der Wüste“.

The computer as a tool in geography lessons inGermany

Nowadays the experiences that children and teenagersmake are stronger influenced by the media than everbefore. To prepare the pupils best to cope with thetasks of their future everyday lives and their worldof work, the schools have to improve the pupil’scompetences in obtaining and processing information.Therefore the computer needs to be included inschools as a teaching and working medium, as it ismentioned in every curriculum. Because of theprocessing of up-to-date information and the visu-alizing of spacial-temporal processes, precisely thesubject geography offers a lot of possibilities for theusage of computers. In that case the computer is notonly a tool for the pupils but it also allows activelearning processes by the use of special educationalsoftware. But the use of computers for learning-processes leads to the question how pupils work andlearn with educational software and what kind oflearning processes this involves. Most of the surveysdeal with comparative tests of the results of learning

made by the use of educational software in com-parison to “conventional” education but not with theprocess of learning itself. Therefore the project triesto find answers to different questions about the useof computers in education like: What are the strategiespupils follow during their learning process? Do theseprocesses depend on their previous knowledge indealing with computers or their sex? Which parts playthe kind of questions the teacher asks concerning theuse of educational software? Is the application ofeducational software only based on a “try-and-error-system” or do the pupils follow certain learningstrategies? What kind of criteria and attributes supportthe learning process and which constrain it? Theseare some of the central questions which are checkedin the context of an extensive test at schools with well-established educational software. As a result it ispossible to derive suggestions for the set-up and thefunctionality of future educational software and forthe didactical use in geography lessons.


Die begehbare Geologische Karte von Rheinland-Pfalz

FRIEDRICH HÄFNER

Landesamt für Geologie und Bergbau Rheinland-Pfalz, GermanyEmail: [email protected]

Geological map of Rheinland-Palatinate (federalstate of Germany) which can be walked on

The idea to create a geological map of Rheinland-Pfalz,which can be walked on was developed by the authorseveral years ago. The realization intends on to makebasic geological knowledge clear to a broad public ina suitable way. In a verbal sense the object should beunderstandable and touchable.

This map is situated in the area next to the „Tower ofLuxemburg“ on the site of the former regional gardenfair in the city of Trier near the Luxemburg border.From the top of the tower it is possible to look at themap and to visualize the complexity of the landscapes.The surrounding area is a park-like space betweenuniversity buildings and the so called scientific parkas well as a housing area still in construction.

Die Idee zur Gestaltung einer Begehbaren Geologi-sche Karte des Landes Rheinland-Pfalz wurde vomAutor vor mehreren Jahren entwickelt. Die Realisie-rung ist eingebettet in die von der Behörde des Au-tors verfolgte Absicht, geologisches Basiswissen ingeeigneter Weise für eine breitere Öffentlichkeit ver-ständlicher, ja im wörtlichen Sinne begreifbarer, fass-barer zu machen.

Standort ist eine Fläche neben dem „Turm Luxem-burg “ auf dem Gelände der früheren Landesgarten-schau in Trier (2004). Diese Position eröffnet dieMöglichkeit, das Objekt von der Höhe des Turmes zuüberblicken und so die räumlichen Zusammenhängebesser zu erfassen. Die Umgebung ist ein park-ähnliches Gelände zwischen dem der Universität Trierund dem so genannten Wissenschaftspark sowie ei-ner im Bau befindlichen Wohnsiedlung.

Die begehbare geologische Karte von Rheinland-Pfalzist gestaltet aus den original in Rheinland-Pfalz vor-kommenden Gesteinen der jeweiligen geologischenbzw. stratigraphischen Einheiten. Die geologischenEinheiten werden stark vereinfacht, aber maßstabs-gerecht dargestellt. Die Flussläufe von Rhein undMosel sind als begehbare und befahrbare (Kinderwa-gen, Rollstuhl) Wege hergestellt. Die größerenLandschaftsräume wie z. B. Oberrheingraben und

Rheinisches Schiefergebirge sind durch Höhenstufenkenntlich gemacht. Die Abmessungen betragen ca. 37x 27 Meter; das entspricht ungefähr einem Maßstabvon 1: 7.000.

Der Landesumriss und die Flussläufe bilden die zen-trale Wegeführung, die Flächen sind entsprechendihrer geologischen Zugehörigkeit mit Rohblöcken /Platten der jeweiligen Gesteine belegt. Es wurden aus-schließlich Gesteine aus rheinland-pfälzischen Vor-kommen zur Ausführung verwandt. Die Lage wich-tiger Städte in Rheinland-Pfalz und die Position derLiefersteinbrüche ist mit Messingschildern, die an denentsprechenden Gesteinsblöcken angebracht wurden,gekennzeichnet. Die gesamte Karte kann begangen,die Höhenstufen können als zwanglose Sitzgelegen-heit genutzt werden. Zwei Infotafeln dienen der Er-läuterung der Geokarte und der kurzen Beschreibungder Gesteine.

Die begehbare geologische Karte von Rheinland-Pfalzwird in das touristische Konzept der Stadt Trier inte-griert, dient der Grundausbildung von Geographie-studenten und der gezielten Information von Besucher-gruppen, insbesondere aus den Schulen des engerenund weiteren Umfeldes. Das Projekt wird ergänztdurch einen Naturerlebnispfad mit weiteren geo-relevanten Stationen und einen Rohstoffgarten.

The geological map, which can be walked on is madeof the original stones occurring in Rheinland-Pfalz andthe corresponding geological and stratigraphic units.The geological units are presented extremely simplifiedbut true to scale. The rivers of Mosel and Rhine aremade as paths to be walked on or passed through(suitable for wheel chairs or prams).

Major landscapes like the Upper Rhine Graben or theRhenish Massiv are distincted in various heightsthrough steps. The diameter is 37 x 27 meters whichcorresponds to a scale of 1: 7.000.

The conture of Rheinland-Pfalz and the rivers formthe central paths and the surfaces are composed by


raw blocks and plates of the respective stones. Thestones were taken exclusively from quarries in Rhein-land-Pfalz. The position of important cities and thequarries are marked in the map by brass plates, whichare attached to these stones. The whole map can bewalked on. The steps are suitable to sit on. Two boardsinform the visitors about the construction of the mapand give short information about the nature andcomposition of the stones.

The geological map of Rheinland-Pfalz, which can bewalked on will be integrated into the touristic conceptof the city of Trier and is part of the basic trainingfor students of geography. Furthermore this infor-mation is given to visitors of the city of Trier as wellas to pupils of schools in the region. The project iscompleted by a nature-event track and a raw –materials garden. A brochure in German, French andEnglish will be prepared.


GIS macht Schule – praktischer Workshop

DANIEL SCHOBER

ESRI Geoinformatik GmbH, Kranzberg, Germany,Email: [email protected]

Unsere Welt hat viele Dimensionen. Mit Raumbezugaber werden Informationen wertvoll. Um raum-bezogene Daten zu erfassen, verarbeiten, bewertenund Ergebnisse anschaulich vermitteln zu können,werden Geografische Informationssysteme (GIS)eingesetzt. Längst sind GIS-Anwendungen ein unver-zichtbarer Bestandteil unseres täglichen Lebens: einenStadtplan, eine thematische Karte in der Zeitung, einegeplante Route oder eine interaktive Karte im Internet.

Nachdem GIS in der universitären Ausbildung längstzum Standard gehört, werden seit rund zehn JahrenGeografische Informationssysteme (GIS) auch andeutschsprachigen Schulen eingesetzt. Inzwischen istbundesweit eine Vielzahl erfolgreicher GIS-Projektean Schulen durchgeführt worden, insbesondere immodernen Geografie-Unterricht oder bei fächerüber-greifenden Projekten. In zahlreichen Arbeitskreisen

wird der GIS-Unterrichtseinsatz vorbereitet. In dieLehrpläne der Bundesländer halten GeografischeInformationssysteme schrittweise Einzug. Bei derEinführung von GIS verfolgen die Bundesländer je-doch unterschiedliche Ansätze und bewegen sich mitungleicher Geschwindigkeit.

Was ist GIS? Was ist der Mehrwert im Unterricht?Wie kann ein GIS-Unterrichtsprojekt aussehen? Ant-worten auf diese Fragen und mehr werden der Inhaltdes Workshops GIS macht Schule sein. Nach einertheoretischen Einführung in die Grundlagen von Ge-ografischen Informationssystemen haben die Teilneh-mer Gelegenheit, zunächst mit mobilen GIS/GPS-Ein-heiten Daten im Feld aufzunehmen, bevor sie anschlie-ßend am eigenen Rechnerplatz die ersten Schritte inder Welt Geografischer Informationssysteme zu ma-chen.

GIS in schools – practical workshop

Geographic inquiry and geographic informationsystems (GIS) are important in assisting educators,students, and their institutions to answer personal andcommunity questions with local to global implications.GIS in the classroom helps foster critical thinking andproblem solving, 21st century workforce skills, andcitizenship and community participation among youngpeople and educators.

The German educational system is organized by thefederal states individually, each with their own termsregarding curriculum content, duration of schoolattendance and design of the school system. Althoughthere have been efforts to harmonize the diverse sys-tem, major differences are still apparent. GIS has beensuccessfully introduced in German K-12 education inmost of the German states at various speeds with dif-ferent approaches.

During the first part of the practical workshopparticipants will be working with mobile GIS / GPSunits and gather data in the field. After returning tothe computer lab they will transfer the data from themobile units onto the desktop computers and workon visualizing and analyzing the data with the GIS-Software ArcView.

Since 1999 ESRI Geoinformatik GmbH has beeninvolved in German K-12 GIS education organizingteacher trainings, giving support to schools andestablishing networks around Germany. Daniel Scho-ber has a teaching degree in English and Geography.Since 2003 he is K-12 and Higher Education ProgramManager at ESRI Geoinformatik, the official ESRIDistributor in Germany.


Geowissenschaften im österreichischen Schulunterricht

HERBERT SUMMESBERGER1), ELISABETH GRÜNWEIS2) & GERTRUDE ZULKA-SCHALLER3)

1)Austrian Geological Society, Austria,2)Billrothgymnasium Wien, Vienna, Austria,3)Natural History Museum, Vienna,Austria,Email: 1)[email protected]

Der Abbau des naturwissenschaftlichen Unterrichtsim österreichischen Schulunterricht führte über Jah-re zu einer Ausdünnung an erdwissenschaftlicherGrundlagenkenntnis in der österreichischen Gesell-schaft einschließlich ihrer „opinion leaders“ wie etwaPolitiker, Lehrer, Journalisten.1. In den 70er Jahren des vergangenen Jahrhundertskam es zum Verlust zweier Stunden naturwissen-schaftlichen Unterrichts pro Woche in den 7. Klas-sen der meisten Zweige der österreichischen Gym-nasien (AHS - Allgemeinbildende Höhere Schulen -Alter: 17). Der Lehrplan betreffend die Erdwissen-schaften wurde von der 7. Klasse in die 5. Klassetransferiert - Alter: 15).2. 1996/97: Kürzung des naturwissenschaftlichenUnterrichts (Biologie) in den 1. Klassen AHS (Alter:11) von 3 auf 2 Stunden pro Woche.3. 2003/04: Kürzung der Naturwissenschaften (Erd-wissenschaften!) von 2 auf 1 Stunde wöchentlich inAbhängigkeit von der relativen Schulautonomie in den3. Klassen der österreichischen AHS - Alter 13.4. 1999 wurde der Studienplan für Lehramtskandi-daten an der österreichischen Universitäten um etwa50 % beschnittten. Das führte in den erdwissen-schaftlichen Disziplinen für die Anforderungen desSchulunterrichts zu ungenügender Ausbildung derkünftigen AHS - Lehrer. Einsprüche des Österreich-ischen Nationalkomitees für Geologie und derÖsterreichischen Geologischen Gesellschaft bliebenwirkungslos gegenüber politischen Beschlüssen. Kon-

sequenzen können bei den nächsten PISA – Studienerwartet werden.

Die Anstrengungen der österreichischen Geowissen-schaft zielen auf Entwicklung didaktischer Unter-richtsmittel und Verbesserung der berufsbegleitendenAusbildung der Lehrer:

1. Das amerikanische didaktische UnterrichtsmittelGEOLAB wurde durch ein Team von Mitarbeitern desNaturhistorischen Museums, AHS-Lehrern und einerInitiative der Österreichischen Geologischen Gesell-schaft (ÖGG) österreichischen Verhältnissen ange-passt und erfolgreich im Schulunterricht eingesetzt.

2. Verbesserte Ausbildung der österreichischen Schul-kinder durch didaktische Lehrmittel am Naturhistori-schen Museum in Wien: Zeitmaschine, geologischesZeitband, Videos, interaktive Projekte unter Leitungqualifizierter Museumspädagogen.

3. Ständiger Kontakt zu den Arbeitsgemeinschaftender österreichischen Lehrern: Exkursionen, Semina-re, durch die Österreichsiche Geologische Gesell-schaft (AG Geowissenschaften, Schule und Öffent-lichkeit). Die kürzlich geäußerte Kritik des Österreich-ischen Rechnungshofs an der geringen berufsbeglei-tenden Fortbildung der Lehrer: nur ein Dritttel derLehrer betreibe erfolgreich postgraduierte Weiterbil-dung, trifft leider in noch höherem Ausmaß für dieberufsbegleitende Fortbildung der österreichischenAHS-Lehrer in Biologie und Umweltkunde sowieGeografie und Wirtschaftskunde zu.

Geo-education in Austria

Reduction of natural science education in the Austri-an school system over years led to a decrease in basicknowledge of geosciences in the Austrian societyincluding their opinion leaders such as politicians,teachers and journalists.

1. Already in the seventies of the last century: Lossof two hours natural sciences classes per week in the

7th class level (age 17) in most branches of the Aus-trian gymnasium. The syllabus of the 7th class(concerning geosciences) was transferred from the7th into the 5th class (age 15).

2. In 1996/97: Reduction of natural sciences (biology)from three to two hours per week in the 1st class (age11).


3. In 2003/04: Reduction of natural sciences (geo-sciences !) from two to one hour weekly dependingon school autonomy in the 3rd class of the Austriangymnasium (age 13).

4. In 1999, the academic education of future teachers(study plan) was cut down to 50 percent: educationin geosciences of future schoolteachers does notprovide a sufficient basis for the teaching necessityat school any more. Counter-measures carried out bythe Austrian National Committee for Geology and theAustrian Geological Society against political decisionsfailed in all cases. Consequences may be expected,perhaps in the next PISA studies.

Efforts of the Austrian geoscience community arenow directed on developing:

1. (GEOLAB, video). The american didactic toolGEOLAB was successfully adapted by the Austrian

Geological Society Museum and the Museum of Na-tural History in Vienna to Austrian relations.

2. Education of schoolchildren all over Austria withdidactic tools at the Museum of Natural History (e.g.time machine, GEO-ribbon, videos, interactive pro-jects under guidance of qualified museum educators).

3. Contact to teacher’s working communities,organization of post graduate training colleges forschool-teachers (excursions, fieldwork) by the Geo-logical Society (Working Group on Geosciences,School and Public Relations). Recently the AustrianCourt of Audit (Rechnungshof) critizised the ineffi-ciency of the Austrian postgraduate teachers’ training.Only one third of the teachers (in general) maintainspostgraduate training sufficiently. This is evident to acertainly much higher degree in postgraduate geo-education of teachers in biology/environmentalsciences and geography/economic sciences.


List of exhibitors IGEO 2006 Bayreuth


Field trips


From the Baltic to Bayreuth (A1)LLLLLEADEREADEREADEREADEREADER::::: SYLKE HLAWATSCH

Date: 14.09. - 17.09.2006 (4 days)

Abstract: The 4-day trip starts in Kiel at the BalticSea and ends in Bayreuth ready to join the “IcebreakerParty”.It covers selected facts of German geology (e.g. glacialdeposits, cretaceous rocks with dinosaur footprints,ore deposits, volcanism) as well as educational aspectsof diverse forms of informal learning sites (geo-institute, science center, outdoor museum, silver mine,a walk to an outcrop in the countryside).

As a special highlight the hotels are located at siteswhich have the status of UNESCO world heritage:- The old hanseatic city Bremen with its famous

market square.

- The medieval town Goslar which blends harmo-niously into the picturesque Harz countryside.

- The Rhone biosphere reserve.

Volcanotour (A3)LLLLLEADEREADEREADEREADEREADER::::: ULRIKE MARTIN

Date: 17.09.2006 (1 day)

Abstract: The field trip will provide an overview ofTertiary volcanoes along the Eger rift in NE Bavaria.As a result of intensive quarrying in the past decades,quarries provide interesting insights into the Tertiaryvolcanic events in the northern Oberpfalz. Mainlybasaltic rocks of a Tertiary volcanoes will be visited.Volcanoes comprise maars and scoria cones. From

didactical point of view the formation of these smallvolume volcanoes can be discussed in relation togeomorphological processes which includes erosionand weathering. The field trip includes also a visit tothe KTB site (continental deep drilling site) where anew geo-educational centre has been established.

Earth history for the public: The Bayreuth “Urweltmuseum” (A4, B3)LLLLLEADEREADEREADEREADEREADER::::: RABBOLD

Date 1 (A4): 17.09.2006 (14.00 - 16.00)Date 2 (B3): 20.9.2006 (14.00 - 16.00)

Der “Ökologische-Botanische-Garten” der Universität Bayreuth (A6)FFFFFÜHRUNGÜHRUNGÜHRUNGÜHRUNGÜHRUNG::::: MARIANE LAUERER, GREGOR AAS (IN DEUTSCHER SPRACHE)Datum: 1 Stunde 17.09.2006 (16.00 und 17.00)

The “ecological-botanical garden” of Bayreuth University (A5, B2)LLLLLEADEREADEREADEREADEREADER::::: MARIANE LAUERER, GREGOR AAS

Date 1 (A5): 17.09.2006 (16.00 and 17.00)Date 2 (B2): 20.09.2006 (1 hour during lunch time)


Historical Bayreuth (A7)LLLLLEADEREADEREADEREADEREADER: GABRIELE SCHRÜFER

Date: 17.09.2006, Sunday afternoon (14.00 - 16.00)

Abstract: On the basis of famous personalities (e.g.Margravine Wilhelmine, Joseph St. Pierre , Richard

Wagner), who shaped the townscape, we will get toknow Bayreuth

Historical Bayreuth (special arrangement for accompanying persons) (B5)LLLLLEADEREADEREADEREADEREADER: GABRIELE SCHRÜFER

Date: 20.09.2006, Wednsday (9.00 - 13.00)

Costs: 20 Euro (incl. entrance fees)

Abstract: On the basis of famous personalities (e.g.Margravine Wilhelmine, Joseph St. Pierre , RichardWagner), who shaped the townscape, we will get to

know Bayreuth. Including the visit of the MargravialOpera House and the Festival Theatre

Field trip across the Bavarian part of the Bavarian-Czech Geopark and tothe German Super Deep Borehole (KTB) (B1)LLLLLEADEREADEREADEREADEREADER::::: GERHARD HÄNSEL

Date: 19.09.2006

Abstract: The mid-Conference field trip will visit theGerman part of the border-crossing Bavarian-CzechGeo-park which is recently in the state of establishing.This geopark is situated in the centre of Europe in oneof the geologically most unique areas worldwide.Based on the complex geological structure and evo-lution along the north-western part of the BohemianMassif the geo-park area is characterized by narrowcontrasts of geology, landscape, hydrology, soils,vegetation, and even climate conditions which all areinfluencing the cultural, political, and economic

development of the region. Therefore, the Bavarian-Czech Geo-park is an ideal tool to reach the generalpublic to promote the understanding of the effects ofthe System Earth for the society up to the under-standing of fundamental geoscientific topics like theGerman Super Deep Borehole (KTB) or the occur-rence of earthquakes. At already existing and deve-loping Geo-sites (including the KTB) we will presentoutstanding examples for the geological heritage withinthe geopark area, their presentation to the public, andthe geo-park concept.

Earth history in the “ecological-botanical garden” of Bayreuth University (B4)LLLLLEADEREADEREADEREADEREADER::::: ANDREAS PETEREK, RALF SCHUNK

Date: 21.09.2006 (Thursday, during lunch time)

Abstract: More than 3,000 tons of rocks from theBayreuth region have been used for the EcologicalBotanical garden of the Bayreuth University. By this,an outstanding example of an open-air museum forEarth history and petrology has been arisen in a lovelysurroundings. Visitors of the garden inevitably comeinto contact with the great variety of rocks. Due to a

great demand guided tours for the public are offeredseveral times per annum with explanations onprincipals in petrology, geology, and Earth history.During lunch time we will use the conference breakfor a walk through the garden and for discussion ofgeo-educational concepts for the presentation of itsgeological inventory to the public.


Geology of the northern Franconian Alb - excursion to museums andoutcops (C1)LLLLLEADEREADEREADEREADEREADER::::: ECKHARD MÖNNIG, MATTHIAS MÄUSER, WOLFGANG SCHIRMER

Date: 22.09.2006 (1 day)

Abstract: The excursion will focus mainly on publicunderstanding of Earth science. The trip starts inBayreuth and leads to the mediaeval town of Bambergwith its Natural History Museum. One exhibition ofthis museum is over 200 years old and reflects thenatural science of the 18th century. Next station is anature trail to the Staffelberg, a famous habitat for

Jurassic fossils. Here over 20 information panelsexplain the Earth history of the northern FranconianAlb. In the afternoon we will visit the Naturkunde-Museum Coburg and its large geological exhibitions.The practice in geoscience teaching at different levelswill be demonstrated by the pedagogues of themuseum. Then return to Bayreuth.

Excursion to the Tertiary impact crater of the Nördlinger Ries (C3)LLLLLEADEREADEREADEREADEREADER::::: GISELA PÖSGES, MICHAEL SCHIEBER

Date: 22. - 23.09.2006 (2 days)

Abstract: The Ries crater is one of the best preservedimpact craters on Earth. 15 millions years ago anasteroid of about 1.2 km in diameter hit the Earth witha velocity of about 70.000 km/h and created a craterof 25 km in diameter. The Ries crater lies betweenthe Frankonian and the Swabian Alb mountains in thetriangle of the cities Nuremberg in the North, Munichin the Southeast and Stuttgart in the West. This hugecosmic catastrophe created completely new types of

rocks. The famoust rock is the Suevite. This Suevitesolved the mystery of the Ries origin in 1960. Thewell known planetologist and geologist EugeneShoemaker discovered in the Suevite the high pressuremodifications of quartz, Coesite und Shishovite. Theseminerals are the finger prints of the cosmic body. TheRies crater is the type locality of this kind of impactrock. All over the world this terminus is used forimpact rock formation.


Index of contributors

Aas; Gregor 154Adamczak; Nicole 35Akiyoshi; Shibakawa 118Amijaya; Donatus Hendra 93Amoeda; Sandra 123Antia; Avan 28, 122Auer; Andreas 50Bailey; David 34Barros; José 41Bayrhuber; Horst 22, 45, 71Bergner; Andreas 38Birkenhauer; Josef 89Borah; Arun Kumar 72Brauchmann; Hans-Georg 115Britton; Clare 100Broll; Gabriele 111, 115Cano; Miguel 137Carneiro; Celso 49Carrasquinho; Susanna 113Chang; Chun-Yen 68, 69, 78, 136Clark; Ian 23, 83Cohen; Carmit 82Costa; Nilza 113Dareng; M.K. 91Das; Madhumita 106Davies; T. C. 91Dirks, P. 52Dorman, Lane 103Drennan; Gillian 52Drieling; Kerstin 143Edwards; Stacey 126Fathi-Azar; Eskandar 37Félix, Natália 41Ferriera; Paulo 125Fischer; Reinhard 141Fletcher; Steve 60France; Derek 60Fujioka; Tatsuya 42, 90Geyer; Karin 115Glantz; Michael 63Glowinski; Ingrid 29Gonçalves; Pedro 49, 101Goswami; Tapos 106Goto; Masakazu 57, 116Grünweis; Elisabeth 149Häfner; Friedrich 146Hänsel; Gerhard 155Hansen; Klaus-Henning 102Häussler; Peter 71Haywick; Douglas 103Hemmer; Ingrid 71, 73, 95Hemmer; Michael 71Hiraoka; Yoshitugu 118Hlawatsch; Sylke 22, 59, 71, 81,

102, 131, 133, 140, 154

Hoffmann; Lore 71Hsu; Ying-Shao 61, 88, 108Hung; Yi-Wen 61, 88, 108Huntemann; Volker 47Idornigie; Alexander 62Jones; Lance 63Kagawa; Naoko 118Karnawati, Dwikorita 117Kim; Chan-Jong 36, 83, 84King; Chris 95, 96, 97, 130, 132, 134King; Helen 53Köcher; Gernot 50, 142Kolli; Omar 107Kozai, Takeshi 76Kruhl, Jörn H. 43Kuhn-Bittner; Jutta 14Kuncoro 117Lauerer; Mariane 154Lee; Chang-Zin 121Lee; Sun-Kyung 36Lee; Wen-Chi 68, 69Lehmann; Rainer 48Lewinsky, H.-H. 30Lewis; Gary 27, 39Lieder; Chris C. 58Lim; Hyo-Suk 86Lima, Alexandre 41Lindsay; Jan 126Locke; Sharon 110Loos; Götz Heinrich 56Low; Russanne 63, 128Lücken; Markus 81Lydon; Susannah 97, 130, 132, 134Marques; Luis 124Martin; Ulrike 27, 50, 142, 154Martins; Helena 123Mattox; Stephen 114Mäuser; Matthias 156Mazumdar; Amulya Chandra 72Mazumdar; Manjit Kumar 72McKay; Ian 92McKay; Tracey 54Mendonça, Alexandra 41Meth; Deanna L. 32Mönnig; Eckhard 156Morgan; Alan 40, 45Motohiko; Shibayama 118Müller; Mark 46Müller; Martin 74Murriello; Sandra 90, 127Musulim; Dicky 118Neighbour; Gordon 31Nemoto; Hiroo 42, 90Neuhaus; Reimert 28, 122Nicholls; Bronte 59, 135

Nunes; Leonel 124Obermaier, Gabriele 67Okamoto; Yoshio 51, 119Orion; Nir 67, 82, 85, 136Otsuji; Hisashi 109Pandey; B. W. 120Paningbatan; Digna 76Peterek; Andreas 155Pösges; Gisela 156Praia; Joao 124Pramumijoyo, Subagyo 117Raack, Ninja 81Rabbold 154Rademacher; Birgit 46Raffelsiefer; Marion 71Rashed; Mohamed A. A. M. 90Rebelo; Dorinda 124Reinfried; Sibylle 77Reinhardt; Tanja 32Ribeiro; Maria 125Riggs; Eric 58Robertson; Margaret 64Robertson; Richard E.A. 126Rönnebeck; Silke 21Schieber; Michael 156Schirmer; Wolfgang 156Schneider; Simon 30, 35Schober; Daniel 148Schrettenbrunner; Helmut 65Schrüfer; Gabriele 139, 155Schunk; Ralf 155Schwalbe; Grit 35Sebastian, Glenn R. 103Selles-Martinez; José 33, 75, 112Shahiba; Ali 126Shepherd; John B. 126Shin; Myeong Kyeong 87Sicca, Natalina A. L. 101Siegmund; Alexander 144Sommer; Cornelia 79, 131, 133, 140Song; Moo Young 86, 87Stroink; Ludwig 35Summesberger; Herbert 149Thiele; Marco 80Tokita; Yoshinobu 90Trend; Roger 70, 136Vallender; Glenn 90Van der Flier-Keller; Eileen 98Vasconcelos; Clara 41, 113, 123,

124, 125Wagner; Gonçalves P. 49, 101Wagner; John 55Wall; Helga de 25Wang; Hao-Chuan 78Ward; Emma 34


Wefer; Gerold 20Weizinger; Sylvia 73Wenzel; Andreas 141Whitmore; Greg P. 32Wickramasooriya; Ashvin 99

Wiggins; Jessica 103Wilkinson; Ian 34Wilson; Allan H. 32Yon; Seok Won 87Zulka-Schaller; Gertrude 149

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