Η Γεωλογία Στην Α'Βάθμια Εκπαίδευση. Δυνατότητες Και Προοπτικές

Rokka, Ageliki

doi:10.12681/bgsg.17705

Cited by 4 publications

(1 citation statement)

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“…This knowledge is imparted in the Greek educational system through a course in primary education. However, this course is taught by unskilled staff as part of the Geography course and even at certain times during the thematic units [77]. Moreover, in secondary education, particularly in the first and second grade of high school, the subjects of Geology and Geography are only taught for one and two hours, respectively, per week.…”

Section: Geoeducation In Greecementioning

confidence: 99%

From Geoheritage to Geoeducation, Geoethics and Geotourism: A Critical Evaluation of the Greek Region

et al. 2021

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The purpose of this review is, initially, to emphasize the importance of geoenvironmental education for the promotion and preservation of geological heritage and geoethical values, and based on these, to present the current situation in Greece. Geoeducation is a broader component of environmental education which aims to promote the geological heritage of a place and its geoconservation. It is a key integral tool for tackling environmental issues and therefore further assisting in sustainable development. Greece is known for its exceptional and rare natural beauty, as well as for the abundance of natural resources and its remarkable geological features. For this reason, six global geoparks have already been established in this country. However, its nature protection is mainly considered as the protection of biodiversity, while the term “geodiversity” is almost absent in Greek law. The importance of establishing a legal framework for the protection of geotopes is underlined by the fact that their promotion and rational management create opportunities for sustainable development, as well as to become quality tourist destinations (geotourism) through nature protection and education. Geodiversity can gain public attention and have a positive impact on geotopes protection. Such initiatives can not only improve the protection of geological sites, but also play an important role in their sustainable development.

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Section: Geoeducation In Greecementioning

confidence: 99%

From Geoheritage to Geoeducation, Geoethics and Geotourism: A Critical Evaluation of the Greek Region

et al. 2021

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How Greek Students Perceive Concepts Related to Geoenvironment: A Semiotics Content Analysis

Georgousis

Savelidi²,

Savelides

et al. 2022

Geosciences

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In order to design a geoeducation program in the context of the possibilities given to the Experimental Schools of Greece of Lower Secondary Education, teachers identified the need for diagnostically assess students’ understanding of basic concepts of the geoenvironment and particularly the concepts of geodiversity, geoheritage, geoethics and geotourism. In addition, there was a need to apply the educational technique of creating cognitive conflicts in order to promote the scientific perceptions of these concepts. Thus, research questions were identified which led the research to assess the current latent state of students’ perceptions regarding the thematic areas of the concepts and to identify concepts whose perceptions can be used in the educational process in order to achieve effective cognitive conflicts in order to promote scientific perceptions of them. The students briefly answered a four-question questionnaire, wherein each question examined their perceptions regarding the four concepts of geoenvironment: geodiversity, geoheritage, geoethics and geotourism. All 45 students of the geoeducation program that took part in the survey were aged between 12 and 15 years old. The qualitative research strategy approach was selected and specifically the hybrid technique of semiotics content analysis in combination with thematic analysis. This technique was selected due to the need to identify, code, categorize and count both obvious and latent meanings in the students’ written answers; these meanings were related to the four concepts under examination. The results of the research show that the current latent state of students’ perceptions regarding the thematic fields of the four concepts of the geoenvironment can be considered as particularly confused since the majority of students did not understand the concepts as they are employed in the international literature. The research also highlighted concepts that can be used by teachers in their efforts to develop students’ clear or even scientifically acceptable perceptions for the concepts of geodiversity, geoheritage, geoethics and geotourism in the thematic field of the geoenvironment.

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The Geosites of the Sacred Rock of Acropolis (UNESCO World Heritage, Athens, Greece): Cultural and Geological Heritage Integrated

et al. 2022

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Athens, the capital of Greece, is notable for its distinctive environment. Numerous archaeological and historical monuments contribute to the city’s cultural wealth. These cultural monuments should include geological monuments, which are part of Athens’ natural heritage. The Acropolis of Athens is one of the world’s most recognizable and admired monuments, renowned for its archaeological, historical, and touristic significance. The Acropolis Rock is also a spectacular geological heritage monument. This article is about the Acropolis monuments, which are of great geological interest in addition to their cultural value. In recognizing each monument’s unique geological features and quantitatively evaluating them, in terms of educational, touristic, cultural, and accessibility value, we document their special value in geo-education and geo-tourism, not only for the public, but also for the scientific community. The potential for exploiting these geosites, in terms of geotourism, is very high and important not only for strengthening the local economy, but also for raising visitor awareness of environmental, geological, and geoconservation issues. However, the lack of understanding of geological heritage in relation to cultural heritage is underlined. The need for strategic educational planning and integration of geo-environmental education into school practice is evident.

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Η Γεωλογία Στην Α'Βάθμια Εκπαίδευση. Δυνατότητες Και Προοπτικές

Cited by 4 publications

References 0 publications

From Geoheritage to Geoeducation, Geoethics and Geotourism: A Critical Evaluation of the Greek Region

From Geoheritage to Geoeducation, Geoethics and Geotourism: A Critical Evaluation of the Greek Region

How Greek Students Perceive Concepts Related to Geoenvironment: A Semiotics Content Analysis

The Geosites of the Sacred Rock of Acropolis (UNESCO World Heritage, Athens, Greece): Cultural and Geological Heritage Integrated

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