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GeoTalk: Sharing geoscience with kids and educators

GeoTalk: Sharing geoscience with kids and educators

GeoTalk interviews usually feature the work of early career researchers, but this month we deviate from the standard format to speak to Marina Drndarski, a biology teacher at the primary school Drinka Pavlović in Belgrade, Serbia. Marina has been involved with EGU’s geoscience education activities for more than five years; she is an active contributor to Planet Press articles, bitesize press releases for kids, parents and educators, and has participated in the Geosciences Information for Teachers (GIFT) workshops at the General Assembly.

Thanks for talking to us today! Could you introduce yourself and tell us about your career path?

Hi geoscientific people,

My name is Marina, and I teach biology and environmental studies in primary and secondary schools in Belgrade, Serbia.

As an experienced teacher I realised that it’s not only my priority to give lectures and assess my students’ knowledge inside the four walls of my classroom, but also to give them an opportunity to get out of the box: whether that’s involving them in projects, taking part in active citizenship, exploring, researching, debating, or searching for the most improbable and unexpected solutions to problems in everyday life.

During my 25 years of teaching, I worked as an expert for education quality standards governed by the Ministry of Education of the Republic of Serbia. I have written several biology and environmental handbooks, workshops and teaching learning materials for students and teachers.

With my students I have participated in several national and international projects (such as the Global Designathon SerbiaEco Schools Serbia, the WWF European Schools For a Living Planet, Creating a School (on Mars) From Scratch, and the 2018 International Schools Essay Competition and Debate to name only a few). Meanwhile, I have also completed specialised academic studies on environmental protection and law at Faculty of Law, University of Belgrade.

After field work with Eco-Musketeers on Deliblato sands, one of the Special Nature Reserve in Serbia (Credit: Marina Drndarski)

Could you tell us about your involvement with EGU and how that has progressed over the years?

My first experience with the EGU GIFT workshops was at the 2014 General Assembly. First, I was fascinated by the huge crowds of the scientific community, rushing through the halls to be a part of The Face of the Earth (the 2014 conference theme). As part of the event, with colleagues from all around the world, I really enjoyed the inspirational lectures over four days. Although the GIFT program ended by the middle of the week, I stayed up to two more days, until the closing of the conference.

During the EGU GIFT 2014 poster sessions, I presented my work with my students, members of the Eco-Muskeeters, and enjoyed the experience of exchanging teaching methodology with other colleagues and visitors. Among the various activities and workshops that we had that year, I would single out Bárbara Ferreira’s (the EGU Media and Communications Manager) presentation about bitesize press releases for kids, Planet Press. After the presentation we were offered to participate in the translation of the Planet Press releases into our native tongues, which I immediately and wholeheartedly accepted.

After great experience participating in 2014, I searched for a new opportunity to participate again for EGU GIFT 2015, The Voyage through the Scales. This time I came with a new poster, Experiment-o-mania, and short oral presentation to GIFT participants on how I use Planet Press articles in my classes.

Although I normally do not teach geosciences, I have found many ways to use the Planet Press releases in teaching biology, especially in environmental science.

During the last few years I have translated all of the articles from English to Serbian. I can confess that I honestly enjoy in each of the new press releases.

In addition to helping review Planet Press articles, you also incorporate texts from Planet Press and GeoTalk into your own lessons! How do you use these articles to teach your students about Earth science?

Students are given different articles from Planet Press which deal with one topic, such as climate change or global warming. Each pair of students also has a piece paper in front of them, with the theme on the paper’s center. As the student pair read the received articles (two for each of them), they construct their maps.

After that, all together, we construct the class conceptual map and discuss and propose suggestions for how each of us can influence to environment based on the principles of sustainable development, such as reducing carbon emissions, saving energy and using water wisely.

At the end of the class, students take a climate change quiz on Kahoot (https://create.kahoot.it/; Planet Press) or Quizlet.

Writing a conclusion is an important part of any piece of writing, so for the next class the students write an essay overview to summarise the topic.

Example of the class conceptual map for climate change and global warming. (Credit: Marina Drndarski)

In your own experience, what have students gained from these kid-friendly posts and press releases?

Planet Press: Remove carbon dioxide from the air or risk young people’s future

In my opinion, most of the obligatory textbooks for elementary or secondary school have topics such as climate change, Earth’s structure, glaciers, landslides etc. that are explained too narratively.

Most of the main text are described as definitions which students have to learn as facts, without putting students in the center of learning, placing themselves in a position to explore the topic, perform a scientific procedure and make a discovery, demonstrate a known fact, solve problems, or suggest solutions which may be achievable.

On the contrary, all the articles from Planet Press and GeoTalk provide real examples of field research and show students that science is actually happening somewhere in the world. Most importantly for students, are that most of the articles often show how science can influence everyday life, and that there are possible solutions and recommendations for what we can do to relieve pressure on the planet.

Additionally the questions in the “Find out more” section provide me with an opportunity to develop discussions in class.

Also, the possibility that the articles can be read in a foreign language, for example in English or German (languages which are taught at my school), give students the opportunity to improve their language skills.

What is your advice for scientists that want to work with school kids?

First, it is important for students to understand that somewhere in the world a whole team of scientists zealously work to improve the living conditions of the planet. New findings can help us see the actual state of the planet and give us the big picture of what we need to see. That’s why the Planet Press releases can open new perspectives to students to explore more through the offered material and links or to find answers to some scientific questions, feeding their curiosity and helping them develop awareness regarding the problems which concern us all.

I would suggest one-hour live meetings with scientists and students, whether the scientists are directly addressing kids in the classroom or responding via the internet. Therefore, it is necessary to go over one scientific topic with the students before the meeting in order to allow the students enough time to prepare questions for discussion.

Also, students can be citizen scientists on research teams, and engage in mini projects, such as collecting information from local areas or visiting researchers in the field. Perhaps even some of the students can give new information to researchers!

I am deeply aware that many scientists suffer from lack of time, but this kind of learning can be really helpful for students.

Interview by Olivia Trani, EGU Communications Officer

Some of Marina’s representative publications over last few years

Miličić, D., Drndarski, M., Trajković J., Savić T., Lučić L., and Pavković-Lučić S. (2018). A matter of health: Evaluation of health habits in pupils in Primary School in Serbia; 4th Balkan Scientific Conference on Biology, Nov. 1st-3rd, 2017. Plovdiv, Bulgaria (in press).

Drndarski, M. and Turšijan, T. (2015). Application of case study method of the conceptual map (brain map) in the realization of the education program content of environmental protection (climate change). Book: Teacher as a researcher: examples of good practice, Ministry of education, science and technological development Republic of Serbia, p. 41-47 (usage the Planet Press articles to create conceptual maps about the climate change) ISBN 978-86-7452-064-2. (in Serbian) (https://www.researchgate.net/publication/279195498_Nastavnik_kao_istrazivac_primeri_dobre_prakse)

Drndarski M. (2015). Experiment-о-mania – Abstract for the EGU General Assembly 2015 – Geophysical Research Abstracts Vol. 17, EGU2015-4692-1, 2015. EGU General Assembly 2015. © Author(s) 2015. CC Attribution 3.0 License.

Drndarski M., (2014). All for the Planet, Planet for All – Abstract for the EGU General Assembly 2014 – Geophysical Research Abstracts Vol. 16, EGU2014-PREVIEW, 2014 EGU General Assembly 2014 © Author(s) 2014. CC Attribution 3.0 License.

Miličić, D., Drndarski, M., Holod, A., Lazić, Z. (2014). Fibonacci and golden ratio in interdisciplinary teaching. Teaching Innovations, XXVII, 2014/4, str. 86–91. (http://scindeks.ceon.rs/Article.aspx?artid=0352-23341404086M&lang=en)

A young participant’s experience at the 2018 General Assembly: So much to discover!

A young participant’s experience at the 2018 General Assembly: So much to discover!

Today we welcome probably one of the youngest participants who attended the 2018 General Assembly, Pariphat Promduangsri, a 16-year-old science baccalaureate student at Auguste Renoir high school in Cagnes-sur-mer, France, as our guest blogger. With a deep interest in the natural world and in taking care of the environment, Pariphat was a keen participant at the conference. She gave both oral and poster presentations in sessions on Geoscience Games and on Geoethics. She enjoyed particularly the sessions on education and geoscience.

The 2018 EGU conference in April was my first time attending the General Assembly; it was the biggest gathering that I have ever been to, and I think that I was most likely one of the youngest participants ever at the EGU General Assembly.  Last year, my sister, Pimnutcha, went to the 2017 General Assembly with our stepfather, David Crookall.  When she got home, she told me how exciting and interesting the conference was.  She also wrote a blog post for GeoLog about her experience.

This year, it was my chance to attend this conference.  However, the dates were still in the school term time, so I asked my high school teachers and director if they would let me be absent from school.  They agreed, and told me that it would be a great opportunity to learn many things.

My stepfather and I arrived in Vienna on the Saturday before the conference; it was not as cold as I thought it would be.  On Sunday, we went to a pre-conference workshop titled ‘Communicating your research to teachers, schools and the public – interactively’ organized by Eileen van der Flier-Keller and Chris King. It was very interesting.  They helped us to think more clearly about aspects of teaching geoscience and how pupils can learn more effectively.

So began an enriching and wonderful week.  We attended many oral and poster sessions.

During the conference, I had the opportunity to participate in two different sessions, giving two presentations in each – one oral and three poster presentations in all.

David and I doing the oral presentation (Credit: Pariphat and David Crookall)

The first session that I attended was Games for geoscience (EOS17), convened by Christopher Skinner, Sam Illingworth and Rolf Hut.  Here I did one oral presentation and one ready-to-play poster.  This session was the very first one on the topic of geoscience games at the General Assembly, and I was lucky to be part of this momentous event.  Our oral presentation was called ‘Learning from geoscience games through debriefing’.  I did the introduction and some passages in the middle, with the rest done by David.  The main idea of our presentation was to emphasize how we may learn more effectively from games by debriefing properly; it is during the debriefing that the real learning starts. As David says, “the learning starts when the game stops”.

For our poster, ‘Global warming causes and consequences: A poster game+debriefing,’ people were invited to play our GWCC game.  We asked people to participate by drawing lines linking global warming to its causes and effects.  I had a great time talking with some dozen people who came to visit and play.

Left: David and I in front of the poster. Right: Explaining to Marie Piazza how to play the GWCC game. (Credit: Pariphat and David Crookall)

The Geoscience Games Night was organized by the conveners of Games for Geoscience.  Many people brought games of all kinds to share and play, and even more people came to play.  The atmosphere was one of enjoyment, socializing and learning.  I played a game about the water cycle, based on the well-known board game Snakes and Ladders.  It was an exciting time.  At the end of the session, Sam Illingworth came to tell me that earlier in the day I did a great job for the oral presentation.  I felt really happy about his compliment.

Pictures of me playing games in the Geoscience Games Night session. (Credit: Pariphat and David Crookall)

The second session was titled Geoethics: Ethical, social and cultural implications of geoscience knowledge, education, communication, research and practice (EOS4), convened by Silvia Peppoloni, Nic Bilham, Giuseppe Di Capua, Martin Bohle, and Eduardo Marone.  In this session, we presented two interactive posters.  One was called ‘Learning geoethics: A ready-to-play poster’.  This was a game where people are invited to work together in a small group.  The game is in five steps:

  1. Individuals are given a hand of 12 cards each representing an environmental value. Here are four examples of values cards:
    • Water (including waterways, seas) should have similar rights as humans, implying protection by law.
    • Water quality must be protected and guaranteed by all people living in the same watershed. Water polluters should be punished.
    • All people with community responsibility (politicians, mayors, directors, managers, etc) must pass tests for basic geosciences (esp climate science) and geoethics.
    • Families and schools have an ethical and legal obligation to promote respect for others, for the environment, for health, for well-being and for equitable prosperity.
  2. Individually, they then select six of the 12 cards based on importance, urgency, etc.;
  3. Then, in small groups of three participants, they discuss their individually-selected choices from step 2.  Collectively, they achieve consensus and choose only six cards for the group;
  4. The group then continues to reach a consensus in a rank ordering of the six cards;
  5. Debriefing about (a) the values and (b) the group process using consensus.

 

The second poster was titled ‘Geo-edu-ethics: Learning ethics for the Earth’.  In this interactive poster, we asked participants to contribute their ideas for geoethics in education, or as we call it, geo-edu-ethics.  We received excellent feedback from viewers and contributors to this poster.

Participants contributing their ideas to our poster. (Credit: Pariphat and David Crookall)

We must make geoethics a central part of education because it is crucial for future generations.  Indeed our Geo-edu-ethics poster stated, “we need people to learn, and grow up learning, about what is right and wrong in regard to each aspect of our personal earth citizen lives.  That needs nothing short of a recast in educational practice for all educational communities (schools, universities, ministries, NGOs) across the globe.  It is doable, but it is urgent”.

Also, we must all realize that “education is inconceivable without ethics.  Geo-education is impossible without geoethics… Geo-conferences (including the EGU) include ever greater numbers of sessions related to experiential learning.  Experiential learning is at the heart of much in the geo-sciences.  An already large number of simulation/games exist on a wide variety of topics in geoethics,” (extract from Learning Geoethics poster).

This explains why a conference like the General Assembly is so important.  We can learn from the enriching experience provided by the conference itself, and also learn about opportunities for experiences in the field.

During the week, I went to many different sessions; I met many new people, all of whom who were friendly and down-to-earth (so to speak!).  It was a pleasure to be part of the General Assembly and it is also a good opening to the professional world.  The EGU allowed me to discover many great things about several fields in the geosciences and about the Earth.  It was indeed an exciting time!

I would like to thank Silvia Peppoloni, Giuseppe Di Capua and their fellow co-conveners from the International Association for Promoting Geoethics and the Geological Society of London; I admire the work that they are doing.  I enjoyed the evening meal with everybody at the Augustinerkeller Bitzinger in the beautiful city night of Vienna.  I also wish to thank Christopher Skinner, Rolf Hut and Sam Illingworth, co-conveners of the Games for Geoscience session.  They gave a wonderful opportunity to be part of their sessions and to learn more.

I also thank my high school teachers for letting me be learn outside school and in a professional setting.

I hope to see more pupils at the EGU! Please join me on LinkedIn.

by Pariphat Promduangsri

Pariphat Promduangsri is a 16-year-old science baccalaureate student at Auguste Renoir high school in Cagnes-sur-mer, France. Her native country is Thailand. She has lived in France for over four years. She speaks English, French, Italian and Thai. When she is not studying or climbing mountains (she has already done most of the Tour du Mont Blanc), she likes playing the piano. Later she will probably persue a career taking care of the environment and the Earth.

 

GeoEd: Working together

When a geoscientist steps into a classroom, set to share their wonders of the Earth with a host of eager young minds, they are heading straight into unknown waters. Which students will rock the boat? What works well for this class and what should you steer well clear of? Not knowing the answers can turn a terrific outreach activity into a sinking ship. Fortunately, there’s a navigator on board. Sam Illingworth shows the importance of working together with teachers to avoid rough waters and make your outreach activity a success…

Albert Einstein once said, “A foolish faith in authority is the greatest enemy of truth.” Einstein was talking about a reluctance to accept the authority of another person’s, scientific or religious dogma, without first rationally testing that person’s claims, but he might just as well have been talking about scientists who participate in outreach activities without attempting to involve a teacher.

Scientists are good at science, that after all is what we are paid to do, and for the scientists that engage with school children and the general public many of them are also good communicators. Some of the scientists might even have teaching experience, but in the vast majority of cases they are not teachers, and to assume that they do not need the help and assistance of the classroom educators is ignorance bordering on arrogance.

As I have written about in previous posts, good outreach activities will build on what the students already know, rather than taking a deficit-model approach to teaching. Building on what the students know involves not only a detailed knowledge of the curriculum, but also an in-depth understanding of the needs and abilities of each of the students in the classroom. This is a lengthy process (here is an excellent blog post about ditching the deficit model from a teacher’s perspective) that cannot be fast-tracked, nor is there a need to do so when the teachers already have all of that information at their fingertips.

Even those scientists that participate in outreach activities, and who have experience of teaching at a pre-university level need to ensure that they actively engage with the teachers in the learning process. After all, whilst they may have experience of teaching in a classroom environment, they will not have experience of teaching in this classroom environment, and will be unfamiliar with the different learning styles and social nuances of the student cohort.

Every classroom is different. (Credit: isafmedia)

Every classroom is different. (Credit: isafmedia)

In developing an outreach activity for school children, I would suggest involving a teacher in the design process as early as possible. Their knowledge of the curriculum and of general learning behaviours within the school environment will ensure that the message you are trying to convey through your outreach activity does not fall on deaf ears. They will also be able to provide constructive feedback as to what they know will and will not work in their own teaching environments.

Once the outreach activity is beyond the design stage and is ready to be unleashed upon its intended audience, I would suggest beta testing it with a teacher (and their class) with whom you are well acquainted. Providing that the teacher knows that this is the initial airing of the activity, they will be able to offer you incredibly useful feedback to improve upon the event for future iterations. Such feedback is also incredibly useful in forming some of the structural basis of the evaluation of your project, which can (and should) be used if writing up the process for peer-review.

Working with teachers during the development phase of an outreach activity is excellent practice. (Credit: Robert Hruzek)

Working with teachers during the development phase of an outreach activity is excellent practice. (Credit: Robert Hruzek)

Once the initial beta testing has been completed, it is good practice to carry out a similar exercise with the teacher of every class that the activity is delivered to. It is wrong to assume that what works for one group of students will work for another, and by sending in a basic précis of the planned outreach to the teacher that you will be working with beforehand, they will be able to give incredibly useful feedback as to what they perceive will and will not work well with their students. This step can be the difference between engaging with the classroom in an effective and genuinely two-way dialogue and talking at a group of disinterested pupils whose minds have long since left the learning environment.

Working with the teacher at the time of delivery is also essential for a successful outreach event. The teacher will be able to assist with basic logistics such as room setup, and will also be able to ensure that the class is grouped (where necessary) to avoid wanton disruption.

Teachers are well placed to split up potential troublemakers, to avoid scenes like this one. (Credit: Carlos Villela)

Teachers are well placed to split up potential troublemakers, to avoid scenes like this one. (Credit: Carlos Villela)

It is sometimes easy to forget that outreach work should also be a learning experience for the scientists that are involved. The knowledge exchange that can be gained from observing the teaching and classroom management style of a good educator are skills that are directly transferable into key facets of research life; from communicating to a variably engaged audience to working with difficult co-workers. As the great American writer J.P. McEvoy put it, “When you talk, you are only repeating what you already know. But if you listen, you may learn something new.”

By Sam Illingworth, Lecturer, Manchester Metropolitan University

 

GeoEd: Announcing the winner of I’m a Geoscientist!

The last two weeks have been action-packed, with ten schools from seven countries heading online to ask five fabulous geoscientists questions about anything from how the Earth works to what it’s like to be a scientist in the first ever I’m a Geoscientist, Get me out of here! competition.

Find out more about the event at http://imageoscientist.eu.

Find out more about the event at imageoscientist.eu.

The aim of this thrilling fortnight was to let school kids interact with real geoscientists and challenge their knowledge in a competition to find out who was the best geoscience communicator. The scientists (from the UK, France, the Netherlands, Malta and the USA) fielded questions on earthquakes, climate, floods and more to share their science and win the favour of students taking part. And in the last few days they narrowed their favourites down to a final two, who battled it out on Friday for the champion’s title.

After almost 150 questions and over 450 answers we had a winner! Congratulations to Anna Rabitti, an Italian oceanographer working at the Royal Netherlands Institute for Sea Research (NIOZ)! In a post on imageoscientist.eu she explains how the Earth and space sciences can inspire great curiosity, whatever your background: “our Earth still has the power to amaze and question each and every one of us, from young students to geology professors.”

Anna at sea on RV Pelagia – the rocks were collected some 2300 metres below the surface, not far from the Atlantic’s Rainbow hydrothermal vent field (Credit: Roald van der Heide)

Anna at sea on RV Pelagia – the rocks were collected some 2300 metres below the surface, not far from the Atlantic’s Rainbow hydrothermal vent field (Credit: Roald van der Heide)

Anna will be awarded 500 euros to use on science outreach. She hopes to spend it improving the way scientific data is shared on the public ferry that doubles as a research boat and connects the island of Texel in northern Holland with the mainland. The data collected by the boat (ocean temperature, salinity, chlorophyll and more) is currently displayed on big screens for all passengers to see, but Anna hopes to set up something more interactive to inspire the next generation of geoscientists. In Anna’s words, “There are many ways to be a scientist, if you wish you can find your own.”

By Sara Mynott, EGU Communications Officer