Geological Education Research Articles

The state of engineering geology education in Australia

The state of engineering geology education in Australia

Výuka geověd včera, dnes a zítra – reflexe učitelů a žáků

This article focuses on the historical development, current state, and future perspectives of geology education in the Czech Republic. The theoretical part of the article presents analysis of the evolution of the geology curriculum and its position within the Czech educational system. It highlights significant personalities and events in geological sciences and describes the changes in geology education since the 18th century to the present. The empirical part of the article employs qualitative research through focus group interviews to reflect on current approaches to geology education in lower secondary schools (ISCED 2). The respondents included ninth-grade students from primary schools, teacher education students at the Faculty of Science of Charles University, and science teachers. Based on their statements, SWOT analyses were created to identify the strengths, weaknesses, opportunities, and threats associated with geology education. Strengths include practical field exercises and field trips that provide students a direct contact with geological materials and demonstrate interdisciplinary connections between geology, chemistry, physics, and geography. Weaknesses involve low student interest, lack of teaching aids, and the complexity of integrating geology into other subjects. Threats include low teacher motivation and inadequate resources in school natural science collections, while opportunities lie in tandem teaching and collaboration with research and educational institutions. The article emphasizes the need to strengthen interdisciplinary connections, increase teacher support and motivation through further education, and improve school collection. Emphasis is also placed on popularizing geology to make it more attractive not only to students but also to the broader public. Overall, it is essential for geology education to respond to current challenges and trends, thus contributing to the formation of comprehensive scientific education that will inspire students to further study and interest in natural sciences.

Historical aspects and challenges of teaching engineering geology to engineering students

This paper discusses some points of the evolution of Engineering Geology based on a survey of historical facts, books, and other types of publications and technical reports and analyzes the teaching in engineering schools, specifically in the São Carlos School of Engineering, at University of São Paulo (EESC/USP). The survey involved the main topics considered in the teaching of Engineering Geology and both successes and challenges of the teaching experience at undergraduate and graduate levels at EESC/USP over the past 50 years are presented. Engineering Geology teaching has undergone different phases and adaptations to the evolution of knowledge and research procedures. According to the survey, it focuses on four large groups of didactic activities for the current decade and, perhaps, for the next one in several countries. The first group refers to access to materials of each topic in the format of books, videos, and lectures available on websites and the second includes face-to-face activities on the solution of practical problems related to a specific topic. The third group focuses on field and laboratory works, whereas the fourth comprehends development and analyses of specific civil work projects, mineral exploration, and environmental problems according to both face-to-face and non-face-to-face methodologies.

Visualizing Cross-Sections of 3D Objects: Developing Efficient Measures Using Item Response Theory.

Spatial ability is important for success in STEM fields but is typically measured using a small number of tests that were not developed in the STEM context, have not been normed with recent samples, or have not been subjected to modern psychometric analyses. Here, an approach to developing valid, reliable, and efficient computer-based tests of spatial skills is proposed and illustrated via the development of an efficient test of the ability to visualize cross-sections of three-dimensional (3D) objects. After pilot testing, three measures of this ability were administered online to 498 participants (256 females, aged 18-20). Two of the measures, the Santa Barbara Solids and Planes of Reference tests had good psychometric properties and measured a domain-general ability to visualize cross-sections, with sub-factors related to item difficulty. Item-level statistics informed the development of the refined versions of these tests and a combined measure composed of the most informative test items. Sex and ethnicity had no significant effects on the combined measure after controlling for mathematics education, verbal ability, and age. The measures ofcross-sectioning ability developed in the context of geology education were found to be too difficult, likely because they measured domain knowledge in addition to cross-sectioning ability. Recommendations are made for the use of cross-section tests in selection and training and for the more general development of spatial ability measures.

Assessment of the Development of Geotourism and Ecotourism in the Pokhara Valley, Nepal

This project was conducted in Pokhara, Nepal, to find the potential of geoheritage sites and to supply avenues for sustainable development and education. We assessed five tourist locations on their potential for geotourism and seven sites for their ecotourism practices. The geotourism quantitative assessment and degradational risk assessment used a survey developed by Brilha (2016). A modified version of the questionnaire created by Baral, et al. (2012) was used to evaluate locations for their ecotourism ability in combination with the 5 general Principles of Ecotourism. The study appraised Pokhara for its geodiversity, geological heritage, and ecological conservation in line with UNESCO’s list of attributes for aspiring Geoparks (aUGGp). These areas had high scores in geological diversity and geosite potential that may benefit from increased resources to support overall geological education and conservation as an aspiring UNESCO Global Geopark. This study aims to provide resources for tourists at these tourist locations with information on relevant geologic morphology, lithology, eco-conscious procedures, and conservation mitigations, as well as geo- and cultural history. The infographics included in the supplemental materials also aims to educate tourists on how to better take part in geotourism and conservation efforts in the Pokhara Valley of Nepal.

The importance of active-learning, student support, and peer teaching networks: A case study from the world’s longest COVID-19 lockdown in Melbourne, Australia

In the Australian state of Victoria, the city of Melbourne endured the world’s longest number of lockdown days, with severe government health orders and travel restrictions in place for extended periods of 2020 and 2021. In common with others, we found the provision of field teaching in introductory geology, structural geology, and volcanology, and the online replacement of practical instruction in petrology and petrography to be the greatest pedagogical challenges. We developed and used a range of different virtual field excursions that, given time and travel constraints imposed on us, were necessarily “low-tech” and non-immersive. Despite this, our students largely engaged enthusiastically with the virtual excursions, met many preexisting learning goals, and gained additional skills, particularly in regional-scale geological synthesis. In teaching petrology and petrography online, curated resources improved student understanding of some fundamental concepts, and it was advantageous that students were all assessed using identical imagery, rather than one sample from a non-identical class-set. On the other hand, we found we were less able to train students in the advanced skills of thin section interpretation. Assessment changes associated with online teaching have resulted in a permanent shift from low-level recall-style assessments to instead emphasizing higher-level synthesis and “geological thinking” skills. Our efforts throughout the pandemic demonstrated the value of instructor-student engagement and yielded teaching resources that have subsequently enhanced our face-to-face teaching and increased flexibility for students. Moreover, the COVID-19 pandemic has highlighted the importance of collaborative teaching practice and we have increasingly seen the benefits of local and national-scale teaching networks for peer support and for resource sharing.

Applied geology – basic training program for mining and geological industry personnel

The development of the human resources potential of the mining and geological industry in Russia is largely a task of the state and its institutions. The shortage of qualified personnel in the field of geological study of the subsurface, as well as the gap in the “education – science – production” system are indicated among other things in the list of challenges and threats to the development of the mineral resource base of the Russian Federation in the new Strategy of Development of the Mineral Resource Base of the Russian Federation until 2035. This strategy was developed and adopted by Order of the Government of the Russian Federation No. 2914 of 22.12.2018 (hereinafter – Strategy). Obviously, the solution of the tasks aimed at developing the geological industry of Russia and reproduction of the mineral resource base, formulated in the Strategy, will be provided mainly by the geological knowledge and skills formed in the scientific and practical activities of the new generation of geologists. The current modernization of geological education in the absence of professional standards is aimed at combining the competences of university graduates and qualifications of representatives of the profession of geologists, geophysicists, geochemists, hydrogeologists and geological prospectors. Interaction of universities with mining and geological companies in terms of improving educational standards and training programs is especially important in the conditions of the development and large-scale implementation of new technologies for mineral resources study at all stages of the geological exploration process. Reproduction of the personnel potential of the exploration industry should certainly be under the close attention of the state and under its direct management, as it will largely determine the mineral resources sovereignty of the country.

Breadcrust Bomb Merapi: Geological-Inspired Culinary Art and Socio-Cultural Empowerment in Merapi Region

This scientific article explores the creation of Breadcrust Bomb Merapi, a culinary art inspired by the geological features of Mount Merapi in Yogyakarta, Indonesia. The study aims to promote socio-cultural empowerment and geology education while supporting local communities surrounding Mount Merapi. The research methodology involved direct interviews with residents of the South Slope of Mount Merapi to identify the most popular products among tourists and the feasibility of their development. The selection process led to the production of Breadcrust Bomb Merapi, a cake resembling the explosive eruptions of Merapi, featuring a crust-like texture with a soft interior filled with melted cheese, symbolizing hot lava. The legal aspects of the creation were ensured through copyright registration. The results demonstrate the successful integration of geological inspiration into culinary art, providing a unique Merapi culinary experience for visitors and offering socio-cultural and economic opportunities for the local community. The implication of this study lies in its contribution to geotourism, ecotourism, and the preservation of local cultural heritage while fostering socio-economic development in the Merapi region.
 Highlight:
 
 Natural beauty and geological evolution of Mount Merapi
 Breadcrust Bomb Merapi: Culinary art inspired by explosive eruptions
 Socio-cultural empowerment through local culinary development
 
 Keyword:
 Mount Merapi, Breadcrust Bomb Merapi, Geology-Inspired Culinary Art, Socio-Cultural Empowerment, Tourism

Frequent Limits and Advantages of Conditions for Geology Education: Example of Czech and Slovak State Curricula

Geology is a subject of low interest for many pupils and teachers. The present study aims at examining the organizational conditions for geology education using the model of the Czech Republic and Slovakia, drawing from the national curricula. The study discusses the possible reasons for the unpopularity of the field worldwide and proposes general recommendations that would contribute to increasing interest in geoscience. The main drawbacks of geology education seem to be the large volume of required knowledge, its thematic structure, and a lack of links to real life. The Czech curriculum is vaguely and theoretically defined, placing demand on pupils, especially in the area of memorizing given information and practically pays no attention to recommended teaching methods. In contrast, the Slovak curriculum better reflects current trends. In general, it is necessary to implement continuous educational support for geology teachers and restructure the geology syllabus so that individual sub-fields are interlinked. Moreover, the learning outcome definition should include action-based education, fieldwork, experimenting, and similar elements.

NASA ICESat-2: Space-Borne LiDAR for Geological Education and Field Mapping of Aeolian Sand Dune Environments

Satellites are launched frequently to monitor the Earth’s dynamic surface processes. For example, the Landsat legacy has thrived for the past 50 years, spanning almost the entire application spectrum of Earth Sciences. On the other hand, fewer satellites are launched with a single specific mission to address pressing scientific questions, e.g., the study of polar icecaps and their response to climate change using Ice Cloud and the Land Elevation Satellite (ICESat) program with ICESat-1 (decommissioned in 2009) and ICESat-2. ICESat-2 has been operational since 2018 and has provided unprecedented success in space-borne LiDAR technology. ICESat-2 provides exceptional details of topographies covering inland ice, snow, glaciers, land, inland waterbodies, and vegetation in three-dimensional (3D) space and time, offering the unique opportunity to quantify the Earth’s surface processes. Nevertheless, ICESat-2 is not well known to some other disciplines, e.g., Geology and Geomorphology. This study, for the first time, introduces the use of ICESat-2 in aeolian sand dune studies, purely from an ICESat-2 remote sensing data perspective. Two objectives are investigated. first, a simplified approach to understanding ICESat-2 data products along with their application domains. Additionally, data processing methods and software applications are briefly explained to unify the information in a single article. Secondly, the exemplified use of ICESat-2 data in aeolian sand dune environments is analyzed compared to global Digital Elevation Models (DEMs), e.g., Shuttle Radar Topography Mission (SRTM). Our investigation shows that ICESat-2 provides high-resolution topographic details in desert environments with significant improvements to the existing methods, thereby facilitating geological education and field mapping. Aeolian sand dune environments can be better understood, at present, using ICESat-2 data compared to traditional DEM-based methods.

Advanced Technologies for Geosite Visualization and Valorization: A Review

This review attempts to summarize contributions by authors who, in the last decade, have dedicated their efforts to making geoheritage accessible to the public. Geoheritage is composed of geosites, which are, nowadays, real milestones on which field-based geological education can be conducted. However, the COVID-19 pandemic in particular has made it clear that a new paradigm is needed; a series of tools must be introduced and increasingly used to make it possible for potential users, be they academics, students, or the lay public, to experience geosites from locations that can be thousands of kilometers away. All these have been achieved over time by a wide range of evolving techniques and advanced technologies such as GIS tools, virtual reality applications and further innovative technologies such as WebGIS platforms accompanied by appropriate navigation tools (VR headsets and thumbsticks). The viewers, in this way, are provided with a complete view of a virtual geosite, which enables visualizing its characteristics at different scales. VR technologies, especially, have revealed a high degree of satisfaction, based on feedback collected from VR geosite visualization events, both by scientists, students and the general public, and could be the forefront of geosite visualization and valorization in the near future.

Energy georesources and personnel training

Background. The dominant role of energy georesources in the mineral resources sector of Russian economy is considered. Achievements in this sector are determined by the quality of human capital. Successful implementation of the Strategy for the Development of the Mineral Resource Base of Russia until 2035 requires improved personnel training in the higher education system according to new educational programs in the disciplines of Applied Geology and Mining.Aim. Assessment of the current state of the mining and geological industry in Russia, as well as its methodological and technological basis as an objective indicator of the economic and social development of the social system.Materials and methods. Expert evaluation of the activities carried out by the Federal Subsoil Resources Management Agency in the direction of the geological study of energy resources.Results. The conducted analysis of the sustainability of the mineral resources sector in the era of globalization and Russia’s historical experience of creating the uranium industry shows the need to further develop the nuclear energy sector. This process requires modifications in the engineering geological education to revive Russian traditions of training specialists in the field of uranium mining and treatment.Conclusion. The prospects for increasing the mineral resources base of energy carriers and creating conditions for providing the country with energy raw materials should be supported by joint efforts of educational institutions and employers in the system of training geologists.

Geological expeditions and routes of M. Y. Lebedev: theoretical and practical results


 
 
 A set of geological expeditions and routes carried out by M. Y. Lebedev through- out his life was determined for the first time. The specified complex in the context of the set research purpose is analyzed. The purpose of the study is to identify and consider the main geological routes of expeditionary practice of the outstanding geologist M. Y. Lebedev and to generalize practically and theoretically the consequences of their implementation and its organizational activities in the field of geology. The study is based on a combination of theoretical provisions of geological research and the principles of application of the evidence base of historical and natural research. The main geological expeditions, in which M. Y. Lebedev took part, are studied and analyzed, their results are considered and generalized, and the organizational achievements of the scientist are clarified. It was found that the expeditionary practice gave Lebedev the opportunity to accumulate a complex of various geological materials, most of which were innovative. Each of these complexes became the basis for obtaining new theoretical results. The development and application of paleontological methods by M.Y. Lebedev were of particular importance. The method of stratigraphic paleontology developed by him allowed substantiating the new methodology of research of coal deposits of the Donetsk basin. The significance of Lebedev’s activity in the development of Azerbaijani oil production, in particular, the determination of the oil potential the Caspian Seabed near Baku, is pointed out. The cartographic activity of the scientist is described. The influence of M. Y. Lebedev on the formation of the geological service and higher geological education in Ukraine is estimated. The results of the study testified to the diversity of M.Y. Lebedev’s ex- peditionary practice and its role in his formation as a geologist of the European level; its significance in the development of theoretical and practical components of M.Y. Lebedev’s activity was determined, his formation as an organizer of geological research and higher geological education.
 
 

Didaktická aplikácia geologických poznatkov o okolí Bratislavy ako príklad výučby litogeografie

In Slovakia, the unflattering situation in the teaching of geology at primary and secondary schools has persisted for a long time. A direct consequence of this situation is the lack of knowledge in the field of inanimate nature among broad sections of the population. For this reason, it is necessary to popularize inanimate nature and thus increase geological and lithogeographical awareness among the inhabitants of our country. One of the ways can be a didactically acceptable processing of geological knowledge, since the sources of geological information are often difficult to understand for the public without a geological education. The main goal of this contribution is to present a simplified geological map of the surroundings of Bratislava including both the Slovak and Austrian parts with a common legend that will be comprehensible even to the lay public. The simplified geological map created by us contains 18 geological units including anthropogenic sediments. It is also possible to show important geological sites. For better visibility, the map was loaded onto a digital model of the relief and then a 3D visualization was created, which can be placed, e.g. to the website. With the help of this visualization, it is possible to e.g. demonstrate the transgression of the sea in past geological times.

Diagnosis of learning difficulties of plate tectonics concepts among secondary school students using: Focus group, nominal group, and questionnaire

The teaching of geology or earth sciences occupies an important place in the life and earth sciences programs of the secondary cycle in Morocco. The theory of plate tectonics is the conceptual model that allows an understanding of most of the dynamic processes of the Earth. Our work aims to diagnose the difficulties related to the learning of the concepts related to plate tectonics by following a hybrid methodology of three techniques, namely: focus group, nominal group, and questionnaire. The results obtained allowed us to identify difficulties in the educational act in its different facets, whether epistemological, pedagogical, didactic, curricular, and logistical. These difficulties should be taken into consideration by the different actors in the educational process, in order to guarantee the successful learning of this discipline.

Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic

Geological education plays a major role in the social, economic, and cultural growth and development of any country. India is a vast diversified country with wide-ranging geological features, consisting of rocks of all geological ages with well-developed physiographic divisions. The Indian lithospheric plate is a storehouse of vast georesources and also serves as a natural field laboratory for developing and testing numerous geological principles. The exploration of Indian georesources began in the past; with the organized exploration began way back in the 1830s. The number of institutions offering geological education is, however, comparatively low. Thus, Geology as a science discipline is less popular in comparison with other science subjects such as Physics, Chemistry, Zoology, Botany, and Environmental science, based on enrolment data of the learners enrolled in academic sessions from 2011-2012 to 2018-2019 of the Master's degree programs. Analysis indicates that teaching-learning resources of foreign origin are dominantly being adopted as learning resources in the teaching-learning pedagogy of degree programs in Geology, and are over-riding those of Indian origin. The COVID-19 pandemic is affecting geological education in two ways namely, the disruption of conventional (face-to-face) teaching together with not allowing learners of Geology programs to complete their compulsory out-door geological fieldwork assignments. The analysis of data gathered by an online questionnaire survey shows that the use of indigenous open educational resources in Geology appears as a plausible solution to overcome the learning barriers created by the COVID-19 pandemic, and also to enrich teaching-learning resources of Indian origin. This article provides an up-to-date detailed account of the necessity and evolution of geological education, the current popularity of Geology as a science discipline, the nature of available geological teaching-learning resources, the impact of the COVID-19 on geological education, and the role of open educational resources in providing quality and equitable geological education, whilst removing educational barriers created by COVID-19 in India.

The Sukil River valley: a natural geological laboratory (case studies from the Ukrainian Carpathians)

Abstract In this chapter we present a brief geological description of the Sukil River valley, which is located in the Ivano-Frankivsk region in the western part of Ukraine, and the interesting geological features found there. Here, different types of rocks are exposed over a small area. The area is rich in various structural features such as joints, small faults, and different types of folds, duplexes and clastic dykes. Two outcrops of folds found in the Cretaceous deposits in the village of Bukivets are unique geosites. In addition, in the city of Bolekhiv, there are the ruins of a saltery. We describe the types of research conducted in this natural laboratory, most of which concerns structural geology. Geological phenomena are studied using both classical approaches and the latest technologies. Electronic compasses were used widely in the study of mesostructures. For the first time, balanced geological sections have been constructed for the territory of the Ukrainian Carpathians both for outcrops and for the entire Sukil River valley. Ground-based laser scanning was used for the detailed mapping of folds in Bukivets. Subsequently, the exposure was studied using unmanned aerial vehicle (UAV) photogrammetry, which was used to construct virtual geological outcrops that can be used widely for educational purposes. The urgency for creating virtual tours became apparent during the COVID pandemic. These models were also used to create the ‘Geo-Carpathians’ project, a Polish–Ukrainian geotourism route through the Carpathian Mountains. These models can be also used to assist in the teaching of the structural geology of the Carpathians, in the geological training of Earth Sciences students, in excursions for different types of Ukrainian and international conferences, for high-school students, and, indeed, for anyone interested in geology.

Hyperspectral Reconnaissance: Joint Characterization of the Spectral Mixture Residual Delineates Geologic Unit Boundaries in the White Mountains, CA

We use a classic locale for geology education in the White Mountains, CA, to demonstrate a novel approach for using imaging spectroscopy (hyperspectral imaging) to generate base maps for the purpose of geologic mapping. The base maps produced in this fashion are complementary to, but distinct from, maps of mineral abundance. The approach synthesizes two concepts in imaging spectroscopy data analysis: the spectral mixture residual and joint characterization. First, the mixture residual uses a linear, generalizable, and physically based continuum removal model to mitigate the confounding effects of terrain and vegetation. Then, joint characterization distinguishes spectrally distinct geologic units by isolating residual, absorption-driven spectral features as nonlinear manifolds. Compared to most traditional classifiers, important strengths of this approach include physical basis, transparency, and near-uniqueness of result. Field validation confirms that this approach can identify regions of interest that contribute significant complementary information to PCA alone when attempting to accurately map spatial boundaries between lithologic units. For a geologist, this new type of base map can complement existing algorithms in exploiting the coming availability of global hyperspectral data for pre-field reconnaissance and geologic unit delineation.

Evaluation of Blended Learning Effect of Engineering Geology Based on Online Surveys

Engineering geology applies geological theories and methods to the practice of engineering activities, evaluates the engineering geological conditions of the engineering site through engineering geological investigation and comprehensive research of theories, solves the engineering geological problems related to engineering activities, predicts and demonstrates the occurrence and development laws of engineering geological problems in the engineering activity area, and puts forward technical measures for prevention and control, so as to contribute to the planning, design, and construction and provide necessary geological and technical data for use and maintenance. Based on the theory of multiattribute decision-making, this paper puts forward the evaluation index system of engineering geology teaching quality in applied universities. A curriculum teaching quality evaluation index system is constructed, which is composed of four main indexes: online resources and teaching, offline teaching process, classroom teaching quality evaluation, and classroom teaching quality evaluation. Furthermore, 11 second-class indices and 28 third-class indices are considered. The judgment matrices and membership degree of each attribute are obtained through use of a questionnaire, and the total weight of each subitem is calculated using the analytic hierarchy process. The calculation results show that the classroom instructional quality of the engineering geology course can be considered excellent; furthermore, other courses could also be evaluated using the same method, where those with low evaluation results can be further improved. Using the fuzzy comprehensive evaluation method based on the analytic hierarchy process, we evaluate the instructional quality, comprehensively consider the nonlinear and fuzzy characteristics of evaluation factors, can scientifically calculate the weight value of each evaluation index, and combine qualitative and quantitative aspects, in order to objectively provide an evaluation of the classroom instructional quality of teachers, which is conducive to the high-quality construction of university courses.

Revision and manipulation of physical models as tools for developing the aquifer model by Preservice Elementary Teachers

ABSTRACT Citizens show misunderstandigs about groundwater that hinder making informed decisions about problems like the deterioration of aquifers. Science education should address this, including modelling practices about the aquifer model. Physical models (PM) have been extensively used in geology teaching, but students rarely construct, evaluate or manipulate them. This study addressed how the revision and manipulation of PMs contributed to the construction of a complete aquifer model by 80 Preservice Elementary Teachers (PETs) of two cohorts (subsequent years) that participated in a modelling teaching sequence that included fieldwork and the construction of a PM The model representations (drawings, writings, oral expressions, PMs) were analysed, based on systems thinking framework, through a constant comparison method. In Year 2 PETs that constructed a complete model tripled those of Year 1. The conversations in groups and the model representations throughout the sequence show that the evaluation of the PM when comparing it with reality during the field trip, and their manipulation guided by teacherś scaffoldings to encourage PETs to make representations and predictions, led them to revise their models in Year 2. Therefore, we conclude that it is the manipulation and revision of PMs that facilitates the revision and improvement of the aquifer model.