Abstract
Geosite and geodiversity site inventories are among the most important means of geological diversity conservation and promotion. However, there are other in situ geological features that have significant educational potential and are not included in many inventories, namely, localities of widespread rock types, common minerals and fossil-bearing strata. In this paper, a broad utilisation of these petrographic, mineralogical and palaeontological geodiversity elements for geoscience communication purposes is postulated, with a case study that focuses on the geological heritage of Poland. A simple quantitative framework for the evaluation of the educational potential of rock types is used for the assessment of preselected geological units on the geological map of Poland. The preferences of potential geotourists are estimated using the interactive web-based map. The promotional materials are written for the most distinctive rock types and geological units that scored the highest in the assessment procedure and/or were most frequently selected by users. This procedure stimulates geodiversity promotion in areas where few geosites and geodiversity sites are documented and no educational activities or interpretative facilities are available, potentially increasing the number of geotourism destinations. The rocks and minerals utilised here are exposed over large areas and can be sampled and studied by untrained collectors without any loss of geodiversity. Shifting the involvement of individuals interested in geosciences from extraordinary to more common rocky outcrops helps to protect the geological heritage and enhances conservation of the most spectacular features for future generations. Field activities such as individual searching and studying outcrops, in turn, play an important role in learning in geosciences, facilitating the acquisition of knowledge and encouraging interdisciplinary thinking. Future improvements could include expanding the applicability of the evaluation method, employment of a location-based learning approach #and more detailed studies of the preferences of potential geotourists.
Highlights
IntroductionGeosites and geodiversity sites are in situ occurrences of geodiversity elements which provide scientific and educational value, respectively (for definitions, see Brilha 2016), and are considered as deserving geoconservation measures (Brocx and Semeniuk 2007; de Lima et al 2010; Gordon 2019)
Geosites and geodiversity sites are in situ occurrences of geodiversity elements which provide scientific and educational value, respectively, and are considered as deserving geoconservation measures (Brocx and Semeniuk 2007; de Lima et al 2010; Gordon 2019)
A broader utilisation of the educational potential of geodiversity elements such as outcrops of widespread rock types that are not protected or included in geosite inventories and can be studied by individual geotourists is postulated, with a case study that focuses on the geological diversity of Poland
Summary
Geosites and geodiversity sites are in situ occurrences of geodiversity elements which provide scientific and educational value, respectively (for definitions, see Brilha 2016), and are considered as deserving geoconservation measures (Brocx and Semeniuk 2007; de Lima et al 2010; Gordon 2019). There is an urgent need for comprehensive educational efforts to promote geological features beyond well-documented sites In this conceptual work, a broader utilisation of the educational potential of geodiversity elements such as outcrops of widespread rock types that are not protected or included in geosite inventories and can be studied by individual geotourists is postulated, with a case study that focuses on the geological diversity of Poland. A set of distinct rock types that have significant educational potential (mostly distinguishable rocks with many accessible outcrops across the country) is identified These geodiversity elements can be collected by any individual if good sampling practices are followed, thereby enhancing the possibility of performing fieldwork and other informal educational activities; they are utilised to disseminate knowledge of geological history and the basic features of minerals and rocks
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