SCHOOL SCIENCE AND PUBLIC AWARENESS: A GEOLOGICAL WALK THROUGH TIME (FOZ DO DOURO - PORTO, PORTUGAL)

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1 SCHOOL SCIENCE AND PUBLIC AWARENESS: A GEOLOGICAL WALK THROUGH TIME (FOZ DO DOURO - PORTO, PORTUGAL) Clara Vasconcelos 1,2 ; Mónica Sousa. 1 ; Susana Aires 1 ; Violeta Ramos. 1 ; Manuela Marques 1,2 Luísa Borges 3 and Fernando Noronha 1,2 1 Center of Geology of Oporto University, Portugal 2 Faculty of Sciences, Oporto University, Portugal 3 Oporto Townhall, Oporto, Portugal Abstract: Citizens need to be scientifically literate in order to be able to contribute to decision making about issues that have scientific dimension. In order to help school science to promote citizenship, a field trip was organized according to Orion s model (1993), in a beach area called Foz do Douro in Porto, Portugal. The field trip had six study stations and educational materials, (including posters, field guides, banners and a film) were specially elaborated to help students and lay visitors to follow the cover story a geological walk through time. Many school contents were taught during the field trip, helping the curricular development, but it also had the intention of public awareness of geological aspects like, for example, geological heritage. Literature revision reminds us that it is necessary to promote such field activities so that geology is learned through practice and not only from books. Although attempts to link school science and citizenship tend not to be successful in the long term, it was expected that field trips, science school and public awareness of science, together could promote the achieving of a scientifically literate citizenship. Keywords: school science, public awareness of science, field trip, citizenship, Orion s field trip model. FIELD TRIPS, SCHOOL SCIENCE AND PUBLIC AWARENESS OF SCIENCE The 21st century strengthened Science Education goal to involve students in lifelong education and to participate in the on going debates about the changes occurring in society, reinforcing the need to develop citizenship competencies. This goal raises (again) the question of what kind of education in science would prepare students for their role as citizens in a rapidly changing world? Although the answer to this question may consider a number of justifications, we have to recognize the value of enhancing the public awareness of science as a social responsibility that can, and should, help the school science education to involve scholars in citizen science (Jenkins, 1999). The fact is that, besides helping lay citizens understand a number of important scientific concepts, public understanding of science has implications for the form and content of school science education. This concern of school science classes to prepare students to play a constructive role as citizens in the society is perhaps the major focus of international projects, like TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment), which emphasise the importance of developing the scientific literacy of students. Hence it is natural to require a relationship between school science and the general public s awareness of science, fact that led to the recognition of science learning as taking place in a continuum of formal and informal venues (Gilbert, 2010).

2 Due to the fact that little was made for the general public, learning science in informal environments is growing rapidly in extension and diversity. Informal education has acquired increasing importance as an element of promoting activities which enhance the public understanding of science and also as a complement to formal learning. Although we know that the public s awareness of science had developed not due to school experiences but to popularizers of science (Fensham, 1999), w e all recognize the relevance of interactive museums and public science centres as important educational resources. A field trip is another educational means that has an important role to play in developing student s scientific literacy and enhancing both cognitive and affective dimensions. According to Fuller et al. (2003), students perceive fieldwork to be beneficial to their learning, because through it they develop subject knowledge, acquire technical and transferable competencies, and interact socially with their teachers and peers. The same authors also claim that the value of field trips lies particularly in providing students with a better sense of the real world and direct experience with concrete phenomena. It can be developed as both a formal curriculum activity and as an informal awareness of science experience ( Lima et al., 2010). These informal activities are not always conducted in a manner that maximise learning. However, considering the importance of field trips regarding school science and public awareness, a geological walk through time in Foz do Douro (a beach area in Porto, Portugal) was organized. Considering the need to find a theoretically supported alternative to the kinds of field trips generally put into practice, the research team decided to organize this activity based on the model proposed by Orion (1993) (although some necessary adaptations were m ade, so as to promote the field trip as both formal and informal). Many geological contents were taught during the field trip (geological dimensions of time and space; different types of rocks, rock erosion ), ensuring the curriculum development and also aiming to promote public awareness, namely preserving geological heritage. It is necessary to develop such field trips so that geology is learned through practical work in an outdoor environment, rather than just from a theoretical perspective (Van Loon, 2008). The field trip: A Geological walk through time (Foz do Douro - Porto, Portugal) Some members of the Centre of Geology of the Faculty of Science of Porto University with members from the Porto Townhall organized a field trip in Foz do Douro, both as a learning resource, for middle and high school s students, and as a public understanding of science activity. According to Orion s model (1993), in formal field trip activity, the stage of preparation for a field trip takes place in the classroom or laboratory and can be of variable duration. Orion e Hofstein (1994) point out the importance, in this unit, of reducing the novelty space (psychological factors, geographical factors and cognitive factors) to the minimum, related to how familiar the visitor is with the place to be visited. However, in this field trip, used as a formal learning resource and as an informal public awareness activity, this preparation unit did not occur in the classroom. The pre-visit unit was given by a monitor as soon as the students and lay visitors arrived at the location. The monitor resorted to a trip guide and a film illustrating the geological history of the area that were specifically produced for this field trip. In each one of the six study stations in the second unit of the field trip, considered the core unit of the module, trip guides, posters (figure 1), instruments of orientation, and other educational materials were used. It was expected that a post-trip unit would take place in the

3 classroom (formal activity) or in the small centre which had been created to welcome the visitors (informal activity). Figure 1. Poster in Foz do Douro Figure 2. Students during a field trip The cover story of the field trip involved a geological walk through time in an area extending over a series of small beaches between the Douro river mouth and the S. Francisco Xavier fort. The geological story of this metamorphic complex began many million years ago at a time when planet Earth was very different from that which we know today. In fact, both the film elaborated to reduce novelty space and the study stations selected invited the visitors to go back in time, to about 1000 million years ago, when supercontinent Rodinia was being formed. Continuing the field trip, visitors travel through the break up of Rodinia, about 750 million years ago and the regrouping of its fragments to form Gondwana, about 650 to 550 million years ago. The field trip finishes in outcrops formed during Carboniferous and Permian periods ( M.y.). With the closure of the Rheic Ocean in this period, the Laurasia and Gondwana continents collided to subsequently form the Pangea supercontinent. The origin of the variety of rocks observed during the visit can be explained by the story of these geological events. This area has also been classified (since 2001) as municipal natural heritage because it constitutes one of the rare outcrops of the city that demonstrates unique characteristics such as variety of lithologies, geological structures and geomorphologic features (figures 3 and 4). In fact, these outcroups constitute a natural laboratory where an understanding of geological phenomena and events become more accessible. All of these aspects make this area a privileged place for those school teachers involved in teaching Natural Sciences or Geology.

4 Figure 3. Giant pot Figure 4: Folds On the other hand, it is also a Geological Heritage of undeniable scientific and educational value that can be used in a field trip with both cognitive and social gains, demonstrating that school science and public awareness of science together can promote the achievement of a scientifically literate citizenry. CONCLUSIONS AND IMPLICATIONS As citizens must be scientifically literate in order to contribute to decision-making about issues that have a scientific dimension, school science uses informal activities as educational resources. The geological walk through time developed in Foz do Rio Douro is an example of how a field trip can be developed as a continuous formal/informal activity of teaching, learning and science awareness. In 2008 the Interpretative Centre (where some complementary activities in the field trip can take place) opened to school visits and to general public, having received an interesting media coverage. Because Foz do Douro is often visited by many tourists, the field guides and posters were written in Portuguese and English and pamphlets were also divulged in French and Italian. Finally, this project was funded by the Foundation for Science and Technology ( FCT- Portugal) and regarding the quality of the educational materials and the importance of the geological awareness, Porto Townhall won an honour mention in 2005 and the Geoheritage prize in 2009, both given by the group ProGeo-Portugal (The European Association for the Conservation of the Geological Heritage). REFERENCES Fensham, P. (1999). School science and public understanding of science. International Journal of Science Education, 21, 7, Gilbert, J. K. (201 0). Learning Science in Informal Environments: People, Places, Pursuits. International Journal of Science Education, 32, 3,

5 Lima, A.; Vasconcelos, C., Félix, N.; Barros, J. & Mendonça. A. (2010). Field trip activity in an ancient gold mine: scientific literacy in informal education. Public Understanding of Science, 19, 3, Orion, N. (1993). A Practical Model for the Development and Implementation of Field Trips as an Integral Part of the Science Curriculum. School Science and Mathematics, 93,6, Orion, N. & Hofstein, A. (1994). Factors that Influence Learning During a Scientific Field Trip in a Natural Environmental. Journal of Research in Science Teaching 31,10, Van Loon, A. J. (2008). Geological Education of the Future. Earth Science Reviews, 86, Jenkins, E. W. (1999). School science, citizenship and the public understanding of science. International Journal of Science Education, 21, 7, Fuller, I. C., Gaskin, S. & Scott, I. (2003). Evaluation of Student Lea rning Experiences in Physical Geography Fieldwork: Paddling or Pedagogy? Journal of Geography in Higher Education, 24,

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