Frequent Limits and Advantages of Conditions for Geology Education: Example of Czech and Slovak State Curricula
Abstract
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.
Downloads
References
Adetunji, O. O., Ba J. M., Ghebreab, W., Joseph, J. F., Mayer, L. P. & Levine, R. (2018). Geosciences awareness program: A program for broadening participation of students in geosciences. Journal of Geosciences Education, 60(3), 234–240. https://doi.org/10.5408/10-208.1
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A Taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete edition). Longman.
Arthurs, L. A. (2018). Undergraduate Geoscience Education Research: Evolution of an emerging field of discipline-based education research. Journal of Research in Science Teaching, 56(2), 118–140. https://doi.org/10.1002/tea.21471
Brajković, R., Bedjanič, M., Malenšek Andolšek, N., Rman, N., Novak, M., Šušmelj, K. & Žvab Rožič, P. (2018). Systematic overview of geological learning objectives and textbook contents for primary schools and gymnasium [Sistematičen pregled geoloških učnih ciljev in učbeniških vsebin v osnovnih šolah in v splošnih gimnazijah]. Geologija, 61(2), 239–252. http://www.dlib.si/?URN=URN:NBN:SI:DOC-MREBE0Q9
Dvořáčková, S., Rypl, J. & Kučera, T. (2018). Approach of Czech students towards learning Earth Science: attitude, knowledge level and the most common misconceptions. [Vztah českých žáků k výuce neživé přírody: postoje, znalosti a nejrozšířenější miskoncepce.] Geographia Cassoviensis, 12(2), 133–145.
Edelson, D. (2014, May 28). Geo-Literacy. National Geographic Education. https://education.nationalgeographic.org/resource/geo-literacy-preparation-far-reaching-decisions
European Parliament and the Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L394/310.
Eurydice. (2011). Science Education in Europe: National Policies, Practices and Research. Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice). http://eacea.ec.europa.eu/education/eurydice. https://doi.org/10.2797/7170
Fermeli, G., Meléndez, G., Hevia, A., Dermitzakis, M., Steininger, F., Koutsouveli, A., Netode Carvalho, C., Rodrigues, J., D’Arpa, C. & Di Patti, C. (2011). GEOSCHOOLS: Innovative teaching of geosciences in secondary schools and raising awareness on geoheritage in the society. In E. Fernández-Martínez & R. Castaño de Luis (Eds.), Avances y retos en la conservación del Partimonio Geológico en España. Actas de la IX Reunión Nacional de la Comisión de Patrimonio Geológico (Sociedad Geológica de España) (pp. 120–124). Universidad de Léon.
Fermeli, G., Meléndez, G., Koutsouveli, A., Dermitzakis, M., Calonge, A., Steininger, F., D’Arpa, C. & Di Patti, C. (2015). Geoscience teaching and student interest in secondary schools-preliminary results from an interest research in Greece, Spain and Italy. Geoheritage, 7(1), 13–24. https://doi.org/10.1007/s12371-013-0094-4
Hřivnová, M. (2021). Evaluation of the implemented and adopted curriculum in health education in the Czech Republic with an emphasis on the drinking regimen. Center for Educational Policy Studies Journal, 11(4), 81–108. https://doi.org/10.26529/cepsj.1192
Jedličková, T., Svobodová, A. & Kachlík, V. (2019). Teaching geology at the lower secondary educational level (ISCED 2): Comparison of the Czech Republic, Estonia, Slovenia and Poland. Sciencia in Educatione, 10(3), 72–93. https://doi.org/10.14712/18047106.1265
Kácovský, P., Jedličková, T., Kuba, R., Snětinová, M., Surynková, P., Vrhel, M. & Stratilová Urválková, E. (2021). Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia. Journal of Curriculum Studies, 54(3), 384–405. https://doi.org/10.1080/00220272.2021.1978557
King, H. (2012). Pupil Difficulties in learning geoscience. Planet, 25(1), 40–47. https://doi.org/10.11120/plan.2012.00250040
Kočárek, E. (1978). Základy didaktiky geológie. 1. A 2. Část. [Basics of geology didactics. Part 1 and 2.]. SPN.
Lewis, E. B., (2008). Content is not enough: A history of secondary earth science teacher preparation with recommendations for today. Faculty Publications: Department of Teaching, Learning and Teacher Education, 118. https://digitalcommons.unl.edu/teachlearnfacpub/118/
Lewis, E. B. & Baker, D. R. (2010). A call for a new geoscience education research. Faculty Publications: Department of Teaching, Learning and Teacher Education, 122, 11–12. https://digitalcommons.unl.edu/teachlearnfacpub/122/
Meléndez, G., Fermeli, G. & Koutsouveli, A. (2006). Teaching geology and geological heritage in secondary schools: Similar approaches in Spanish and Greek schools. ProGeo symposium: Safeguarding our Geological Heritage, Ukraine, 11–12.
Meléndez, G., Fermeli, G., & Koutsouveli, A. (2007). Analyzing Geology textbooks for secondary school curricula in Greece and Spain: Educational use of geological heritage. Bulletin of the Geological Society of Greece, 40(4), 1819–1832. https://doi.org/10.12681/bgsg.17143
MŠMT (2017). The Framework Educational Programme for Basic Education. Ministry of Education, Youth and Sports of the Czech Republic. http://www.msmt.cz/file/41216/
MŠMT (2021). The Framework Educational Programme for Basic Education. Ministry of Education, Youth and Sports of the Czech Republic. http://www.nuv.cz/file/4983/
NCCA (2004). Curriculum Assessment and ICT in the Irish context: a Discussion Paper. National Council for Curriculum and Assessment (NCCA). https://ncca.ie/media/1787/curriculum_assessment_and_ict_in_the_irish_context_a_discussion_paper.pdf
Pauk, F. (1979). Didaktika geologických věd. [Didactics of geosciences.] SPN.
Pešková, K., Spurná, M. & Knecht, P. (2019) Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later. Center for Educational Policy Studies Journal, 9(2), 73–97. https://doi.org/10.26529/cepsj.560
Pyle, E., J. (2008). A model of inquiry for teaching earth science. Electronic Journal of Science Education, 12(2),1–19.
Ridky, R. (2002). Why we need a corp of earth science educators. Geotimes, 47(9), 16–19.
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henrikson, H. & Hermmo, U. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels: European Commission, Directorate-General for Research, Science, Economy and Society, Information and Communication Unit, Brussels. https://doi.org/10.12691/education-3-7-14
Sandholtz, J. H. (2002). In-service training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18(7), 815–830.
ŠPÚ (2009). The state educational programme for the first stage of the primary school. National Institute for Education in Slovak Republic. https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/svp-druhy-stupen-zs/
ŠPÚ (2015). The new state educational programme for the first stage of the primary school. National Institute for Education in Slovak Republic. https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/
Turanová, L. (2000). Didaktika geológie 1. Všeobecná didaktika geológie [Didactics of geology 1. General didactics of geology]. Univerzita Komenského Bratislava.
Vojáčková, L. (2020). Key motivational factors affecting teachers’ long-term engagement in school projects. The New Educational Review, 59(1), 24–34. https://doi.org/10.15804/tner.2020.59.1.02
Wake, M. H. (2000). Integrative biology as a framework for education and training. Biology International, 39, 49–55.
Wysession, M., Taber, J., Budd, D., Campbell, K., Conklin, M., Ladue, N., Lewis, G., Raynolds, R., Ridky, R. W., Ross, R., Tewksburry, B. & Tuddenham, P. (2009). Earth science literacy initiative. http://www.earthscienceliteracy.org/index.html
Zamalloa, T., & Sanz, J. (2020). Attitudes of secondary school students towards geology in Spain. Research in Science & Technological Education, 41(1), 123–146. https://doi.org/10.1080/02635143.2020.1845641
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.
