Riassunti

Urban geo-itineraries allow keeping alive the 'geological memory' of an area, where urbanization has very often covered the natural landform. The geo-itineraries in the city of Rome have been designed with the aim of intriguing, involving and fascinating students and citizens of the city of Rome, transmitting a different way of observing the territory. The goal is to illustrate the geological resources that the city has been able to benefit from and the geological risks to which it is exposed, in a virtual journey searching for clues in the urban fabric. Urban geo-itineraries therefore offer the opportunity to visit Rome with ‘different eye’s, to discover the geological reasons that have conditioned its long history and its existence itself.

Among the proposed geo-itineraries, some develop through reserves that still preserve parts of the natural landscape (Parco della Caffarella, Monte Mario Nature Reserve, Decima Reserve), others run through urban routes and allow us understanding how much the geological configuration of the city has influenced the history of Rome (The Capitoline Hill, the Colosseum and the Imperial Forums, the Pantheon). The geo-itinerary in the Basilica of San Paolo ‘fuori le Mura’ represents an example of how we can approach the knowledge of our rich architectural heritage using the lithotype as a key to understanding, while another geo-itinerary suggests ideas to tell the capital importance of the resource ‘for excellence’: water.

The geo-itineraries in the city of Rome promote outdoor educational activities, aiming to arouse interest in students and teachers, also thanks to the interdisciplinary links between geology, history and art. In addition, they also represent a tool for 'non-global' tourism, which accompanies the discovery of a different identity of the city, based on the relationship between its geo-naturalistic, historical and artistic treasures.

Challenges for the extration of raw materials: sustainability and education for transforming mining industry

Alfama V.*¹, Pinto H.², Navarro R.³, Tejado J.J⁴, Mutemeri N.⁵, Punturo R.^6-7 & Pereira D.⁸

¹ Faculty of Sciences and Technology, University of Cabo Verde, Praia (Cape Verde). ² Centre for Social Studies, University of Coimbra (Portugal). ³ Minera de Órgiva s.l., Granada (Spain). ⁴ INTROMAC, Cáceres (Spain). ⁵ University of Witwatersrand, Johannesburg (South Africa). ⁶ Dipartimento di Scienze Biologiche, Geologiche e Ambientali, Università di Catania.⁷ Istituto di Geologia Ambientale e Geoingegneria, CNR, Roma. ⁸ Department of Geology, Univesity of Salamanca (Spain).

Corresponding email: vera.alfama@docente.unicv.edu.cv

Keywords: UNESCO, IGCP, sustainable geoscience.

Natural resources are crucial to advance society, to keep technological advance and satisfy human needs. However, extracting resources is not appreciated by many sectors of society, mainly because of the many negative environmental impacts of the extraction in the past. Education is a possible approach to mitigate this problem modifying the current low social status of mining activities. Most people are aware of the importance of transitioning to clean energy, but very few understand that this implies the use of minerals and relevant metals such as aluminium, cobalt, iron, lead, lithium, manganese, nickel, among others. Most are considered as ‘critical raw materials’ because the increase of their use is jeopardizing the level of stock around the world. A lot of research is done in Europe and North America, but most resources and reserves are somewhere else (e.g. Asia, Africa, South America). Also, when resources and reserves are found in the so-called developed countries, the public in general is against their extraction. They prefer to keep using commodities that come from peripheral and developing countries, even if the highest benefits from extraction are kept concentrated in the core developed countries. It remains common to hear “not in my backyard” arguments when there is debate about extracting resources in many European countries. At the same time countries in Africa are increasingly pushing for beneficiation and value addition to be done in their countries to optimize the benefits to their own economies.

All these dynamics point to the importance of enriching Earth Sciences study programs at all education levels, with new subjects such as social impact or ethics, including the utilization of good practices in mining and increasing the perception of the importance of artisanal mining. The latter activity is particularly important for sustainability and ethical investments. Including the experience of research from different regions advances good mining practices and contributes to changing the social perceptions regarding resource availability and extraction.

In 2021, UNESCO launched a special topic to their portfolio of funded International Geoscience Program (IGCP) projects that is “Enhancing societal acceptance of the sustainable development of Earth´s geological resources”. The project IGCP-736, which falls under this topic will try to align with objectives of this topic by presenting good practices in mining, promoting transparency in the knowledge transfer from science to the quarry and mining industries. The project also intends to highlight the visibility of female researchers working in Earth Sciences to strengthen a gender aspect in policies and practices at all levels of education and working spaces. With its implementation the project expects to contribute to the attainment of different sustainable development goals, connected with challenges to keep citizens and ecosystems safe and healthy around the world by inducing the transformation in the extraction of natural resources.

Teaching geology, from books to Earth: the contribution of geological maps, a powerful but neglected educational tool

Berra F.*

Dipartimento di Scienze della Terra “A. Desio”, Università di Milano.

Corresponding email: fabrizio.berra@unimi.it

Keywords: geological maps, high-school, education.

The most powerful way to store and share geological information is represented by geological maps. Geological maps are not simply coloured maps but are produced by geologists with a shared approach: they explore, walking across the mapped area, and collect in the field information and samples that, after analyses performed in laboratories according to the methods described in textbooks (radiometric dating, paleontological content, chemical and crystallographic analyses, microscope investigations and so on), provide all the data reported in the geological maps. These maps are the base for all the applications of geology: a SGI presentation (https://www.socgeol.it/N956/la-carta-geologica-d-italia-molto-piu-di-un-immagine-a-colori.html) provides the basic elements to understand the evolution, the process of production and the application of geological maps to the everyday life.

Geological maps thus summarize the geological knowledge of a specific area at a certain time: their lecture requires a basic geological knowledge, as that acquired by high-school students. Actually, as for all the thematic maps, to understand the symbolic representation of the geological objects, a basic knowledge of the language of geology and of the approach for the study of processes generating rocks and land morphology are required. Therefore, the lecture of geological maps represents an important exercise to test the understanding of the geological processes and to stimulate the ability to interpret the history of a territory, with implications on the understanding of the role of geology for land management, in terms of resources and risks.

Despite this potential, geological maps are mostly to totally neglected as tools for the education of high-school students, despite they are easily and freely accessible (the institutional web site of ISPRA stores all the 1:100.000 official geological maps of Italy and the updated CARG Project 1:50.000 maps, that are also available on web sites of Regioni and Provincie Autonome). The opportunity to “observe” the geological configuration of any place in Italy represents a fundamental free tool available for teachers to show the geological architecture of a specific area (in the school neighborhood or during open air excursions) and to show the applications of the concepts provided by textbooks: it becomes possible for the students to shift from theory learnt on book to physical objects that they can observe and touch.

The availability of geological maps on the web promotes the digital handling of these data, that can be used with user-friendly tools (such as Google Maps^®) to show the relationships between land morphology and geology, in any place on Earth (examples of draping of geological maps in different geological settings can be observed here: https://sites.unimi.it/fberra/didattica-per-insegnanti-in-italiano/), stimulating the curiosity of students toward this fascinating science and the use of digital platforms.

Tips for new educational experiences in the secondary school based on outdoor activities and 3D modeling of rocky outcrops equipped for climbing

Bollati I.M.*¹, Scandiuzzi C.², Tronti G.¹, Ticozzi N.¹, Apuani T.¹, Zucali M.¹ & Pelfini M.¹

¹ Dipartimento di Scienze della Terra “A. Desio”, Università di Milano. ² Istituto Comprensivo "Carlo Fontana", Magenta (MI).

Corresponding email: irene.bollati@unimi.it

Keywords: geosciences teaching, multimedia, outdoor activities.

During the last years, the search for original approaches to teach scientific disciplines in secondary school is increasing. New strategies start from the already proven assumption that an active involvement of students in learning (i.e., learning by doing) is fundamental, as well as the need of linking the topic to be studied to activities carried out in the everyday-life (Orion, 1993). Moreover, the importance of improving the health and wellness of young generations is well declined in the European Educational Programmes (e.g., ERASMUS+ https://www.erasmusplus.it/) demanding for very active approaches, including outdoor activities. Nevertheless, in these last 2 years, school has undergone a revolutionary approach based inevitably only on digital approaches, from remote, and new plans have been developed by teachers for facing safely the sanitary emergency without renouncing to the educational programme. For about ten years the Earth Sciences Department “A. Desio” of the University of Milan has been involved in activities with schools, and in the specific case, a series of projects have been set to develop innovative educational tools. First the Gekologia Project (e.g., Bollati et al., 2018), and then the UNESCO IGCP 714-3GEO Project (https://en.unesco.org/international-geoscience-programme/projects/714), are examples of project addressed to empowerment of Earth Sciences teaching in secondary school of first level, combining outdoor activities with the use of multimedia products. A selection of rock cliffs equipped for climbing, and located in the Italian Alps, in meaningful geological and geomorphological settings, has been used for preparing and testing activities with schools. These activities have been supported by the use of multimedia videos of rock cliffs located all around the world freely available on YouTube web 2.0 platform, as well as, by the 3D models of rocky cliffs and rock samples realized by researchers and school students at the Earth Sciences Department “A. Desio” posted on the official YouTube channel (https://www.youtube.com/channel/UCvTQMcwmL-9LoiOBL5NIldA). We present some examples of activities at specific sites in the Ossola Valley (Italian Alps), thought for secondary schools on the base of the previous testing experiences, combining geoclimbing and geotrekking, with multimedia material (web-based video of rock cliffs and rocky sample), aimed at proposing, to school teachers, new tools to facilitate students in nicely discovering Earth Sciences.

Bollati I.M., Gatti C., Pelfini M.P., Speciale L., Maffeo L. & Pelfini M. (2018) - Climbing walls in Earth Sciences education: an interdisciplinary approach for the secondary school (1st level). Rendiconti Online Soc. Geol. Ital., 44, 134-142.Orion N. (1993) - A model for the development and implementation of field trips as an integral part of the science curriculum. Sch. Sci. Math., 93(6), 325-331.

Alternative ideas of the Italian students about the geoscience: a survey

Borghini A.*¹, Pieraccioni F.¹, Bastiani L.², Bonaccorsi E.¹ & Gioncada A.¹

¹ Dipartimento di Scienze della Terra, Università di Pisa. ² Istituto di Fisiologia Clinica, CNR, Pisa.

Corresponding email: alessandra.borghini@phd.unipi.it

Keywords: education, alternative conceptions, survey.

Geology-related issues for our planet – seismic, volcanic, and hydrogeologic risks, climatic changes, and the need for mineral resources – are under the spotlight in Italy and worldwide. To constructively face them, knowledge of the planet and awareness of its problems are essential citizenship competencies, which should be accurately built and monitored during the whole school curriculum. However, in Italy there are several issues related, for example, to the absence of a standard curriculum or to the science teachers' formation, usually lacking an appropriate geological background. In this framework, it becomes useful monitoring the basic geoscience knowledge at the end of schooling, identifying the most common misconceptions. Misconceptions are alternative not-scientific ideas which may persist in students and adult citizens, undermining the comprehension of geology-related issues (Francek, 2013). Here we show the results of a survey carried out in the academic year 2020-21 at the University of Pisa, to 403 students enrolled in the first year of different bachelor courses. The survey used the screening tool IMES2 - Individuation of misconceptions in Earth Sciences 2. This is an implemented follow-up of the survey IMES, presented in Pieraccioni et al. (2019), addressing different geological concepts.

The results discover the presence of several alternative ideas regarding exogenous and endogenous processes (Borghini et al., 2022). For example, 46% of the sample answer that the center of the Earth is made up of liquid material; 55% of the students think that the Earth magnetic field is related to the gravitational one; 78% of students indicate that either the analysis of fossils or carbon dating are suitable methods to know the age of the Earth; 91% answer that clouds are composed by water vapor. Moreover, a close examination of the survey results indicates that the misconception strength (i.e. the proportion of students that choose the misconception reported in literature out of the total number of wrong answers) is not related to the item difficulty, namely, the proportion of students that give the correct answer (Sadler et al., 2009).

Borghini A., Pieraccioni F., Bastiani L., Bonaccorsi A., Gioncada A. (2022) - Geoscience knowledge at the end of upper-secondary school in Italy. Rev. Sci. Math. ICT Educ., in press.Francek M. (2013) - A compilation and review of over 500 geoscience misconceptions. Int. J. Sci. Educ., 35(1), 31-64.Pieraccioni F., Bonaccorsi E., Gioncada A., Bastiani L. & Borghini A. (2019) - Geoscience knowledge in Italy at the end of high School. Rendiconti Online Soc. Geol. Ital., 49, 78-84.Sadler P.M., Coyle H., Miller J.L., Cook-Smith N., Dussault M. & Gould R.R. (2009) - The Astronomy and Space Science Concept Inventory: Development and Validation of Assessment Instruments Aligned with the K–12 National Science Standards. Astron. Educ. Rev., 8, 1-26.

“When Antarctica was a garden” - A multimodality workshop involving science teachers

Corti V.*¹, Macario M.², Olmastroni S.³, Palmeri R.³, Sandroni S.³ & Cornamusini G.¹

1 Dipartimento di Scienze Fisiche, della Terra e dell’Ambiente, Università di Siena. ² UNICAMearth group, Liceo Scientifico “N. Copernico”, Prato. ³ Museo Nazionale dell’Antartide, Università di Siena.

Corresponding email: valecorti7@gmail.com

Keywords: STEM teaching, Inquiry Based Science Education (IBSE), Antarctica.

Through the years, the Museo Nazionale dell’Antartide (MNA) - Earth Science section of Siena, has promoted the dissemination of scientific research and environmental issues, considering the in-service training of teachers as one of the most important keys to spread scientific and environmental awareness among new generations (http://www.mna.it/spes/iniziative-miurmna). However, educational methods are progressively changing, becoming less transmissive and making more use of ICT in everyday school life. In particular, the inquiring approach, Inquiry Based Learning (Bybee et al., 2006; Pedaste et al., 2015) is strongly recommended for European education system (Rocard et al., 2007), as the most effective method to improve STEM disciplines. Our project aims to mix a new teaching/learning approach to science education and teacher training. With a blended course offered by MNA-Siena in the 2021 fall, part in presence and part in e-learning, a group of teachers from secondary school improved their knowledge about the geology of Antarctica and the respective record of data/informations concerning environmental and climate change occurred through the time. The workshop, tutored by researchers of MNA (1,3,4,5,6) and a mentor teacher (2), led participants through a case study based on the reconstruction of paleo-environmental conditions recovered in some sedimentary sequences of Antarctica, thanks to plant fossil remains (pollen, leaves and fossil trunks). During the 2014-15 Italian Antarctic PNRA expedition, researchers from the University of Siena discovered one of the biggest and well-preserved fossil forest in the area of Allan Hills, South Victoria Land. These fossils have been deeply studied to reconstruct the environmental conditions that occurred in Antarctica during the Permo-Triassic transition around 250 My (Cornamusini et al., 2020). The workshop was introduced as an inquiring case study, allowing participants to investigate the fossil remains to reconstruct both the syn- and post-depositional history of the site. The workshop included 3 sessions: in the first one each participant acquired basic knowledge about history and geology of Antarctica, having the opportunity to observe, describe and take note about fossil trunks during an in presence guided visit to the collections of the Museum. In the following two weeks, the teachers performed a self-placed lab activity on their own, consulting on-line material uploaded in Google Classroom. Moreover, they could work at extra labs on dating-methodology, sedimentary rocks or glaciology. After this period, each participant exposed his results during the last session and finally, one of the researchers (1) gave a presentation about the evidence carried out on the fossil trunks. Feedback from participants showed great appreciation for both scientific value and innovative methods used in the workshop, encouraging the MNA - Siena to follow up this kind of format for future training activities for science teachers.

Bybee R.W., Taylor J.A., Gardner A., VanScotter P., Powell J.C., Westbrook A. & Landes N. (2006) - The BSCS 5E Instructional Model: Origins and Effectiveness. Office of Science Education National Institutes of Health, BSCS. Cornamusini G., Corti V., Liberato G.P., Perotti M., Sandroni S. & Talarico F.M. (2020) - Foreste fossili in Antartide. Geologicamente, 1, 26-35.Pedaste M., Mäeots M., Siiman L.A., de Jong T., van Riesen S.A.N., Kamp E.T., Manoli C.C., Zacharia Z.C. & Tsourlidaki E. (2015) - Phases of inquiry-based learning: Definitions and the inquiry cycle. Educ. Res. Rev., 14, 47-61.Rocard M., Csermely P., Jorde D., Lenzen D., Walberg-Henriksson H. & Hemmo V. (2007) - Science Education NOW: A renewed Pedagogy for the Future of Europe. Office for Official Publications of the European Communities, Brussels, Luxembourg.

Geology for Geography Program - From theory to practice: the teaching scientific collaboration between the “Goffredo Mameli” high school (Rome) and the regional Order of Geologists of Latium (Cambridge course IGCSE-0460)

De Caterini G.^1-5, Pasqua I.², Argentieri A.^3-4, Battisti C.⁴, Beltramme O.⁵, Bianchini G.⁶, Bilotta A.M.*⁷, Canali P.⁸, Ceraudo S.⁶, Conte G.⁹ & Mingrone S.²

¹ Engeo Praxis s.r.l., Roma. ² Liceo Goffredo Mameli, I.I.S. Tommaso Salvini, Roma. ³ Città metropolitana di Roma Capitale - Servizio 2 “Geologico, difesa del suolo, rischio idraulico e territoriale” - Dip. IV “Pianificazione, sviluppo e governo del territorio”, Roma. ⁴ Città metropolitana di Roma Capitale - Servizio 3 “Aree protette e tutela della biodiversità” - Dip. III “Ambiente e tutela del territorio”, Roma. ⁵ Graduate art historian and archaeologist. ⁶ Ordine dei Geologi del Lazio, Roma. ⁷ I.C. Via Santi Savarino, Roma. ⁸ Roma Servizi per la Mobilità s.r.l., Roma. ⁹ I.C. Virgilio Ardea II, Ardea (RM).

Corresponding email: a.bilotta@icviasantisavarino.edu.it

Keywords: high school course geography, geology lab.

The “Goffredo Mameli” classical high school offers its pupils a Cambridge course of study. This means that during the 5 years of study the pupils have the chance to study a few subjects in English according to the British standard of education. At the end of the 4^th year they can take their GCSE exams just like all pupils in the UK do. As part of the Geography course, pupils usually carry out an experimental field abroad for a week.

Due to the Covid 19 Pandemic, being unable to travel abroad, the school asked the regional Order of Geologists of Latium (OGL) a scientific didactic collaboration. Professional orders do not usually have didactic purposes, however, one of their goals is the spreading of technical-scientific culture. The OGL has always collaborated with schools of all types and levels by promoting activities on the prevention of geological risk, in addition to this, it has recently established a special Commission, made up of professionals and university professors, to pursue the aim of disseminating the geological culture, at a time when the environmental policy of the whole world is dealing with global warming.

In our modern scientific context, subjects have split up into so numerous branches that the same specialists are sometimes no longer able to understand each other; the Geography course, due to its interdisciplinary connotation, offers the opportunity to pass specialization and to show the geological "world view", that interprets the Earth as a complex superorganism (Praturlon, 2011). It is a culture and point of view necessary to understand nature itself and to plan an harmonious future where the human being is in balance with the natural cycles of the Earth.

The course was developed with the collaboration of various professionals, through some lessons in class and three field trips which aimed to understand the interaction between man and the environment in three different contexts.

The first one was at the park of Villa Ada near the school. This park is a kind of urban garden which offered the opportunity to explore the following topics: wilderness, cartography, physical geography, biodiversity, in relation to the usability of the area in the context of sustainable mobility. It was possible to gain experience in the fields of the prevention of geological risks, e.g. the anthropogenic sink-holes caused by underground cavities.
The second one was at the Basilica of San Paolo Fuori le Mura, an ideal place to evaluate the evolution over time between the anthropic and natural environments starting from the Roman era.
The third one was at the Thyrrhenian seaside area, at the Natural Monument of the swamp of Torre Flavia (a protected area managed by the Metropolitan City of Rome Capital). There it was possible to deal with the topic of the pristine coastal environment and with the problems related to the conservation of nature.

Last but not least, the project also aimed to encourage pupils, after the long pandemic period of physical and psychological confinement, to regain confidence, as a group, with natural environment.

Praturlon A. (2011) - Un discorso epistemologico sulla complessità nelle Scienze della Terra. Geoitalia, 36, 5-26.

Geosciences in school-work alternation proposals: the projects of the Milan State University

Diolaiuti G.*¹, Maugeri M.¹, Pelfini M.², Lazzati A.³, Traversa G.¹, Fugazza D.¹, Maragno D.¹, D’agata C.¹, Panizza M.¹ & Senese A.¹

¹ Dipartimento di Scienze e Politiche Ambientali, Università di Milano. ² Dipartimento di Scienze della Terra “A. Desio”, Università di Milano. ³ Istituto Marcelline Tommaseo, Milano.

Corresponding email: guglielmina.diolaiuti@unimi.it

Keywords: school-work alternation, geoeducation, climate change.

The School-Work Alternation (SWA) is a teaching methodology that allows students attending upper secondary schools (vocational institutes, technical institutes, high schools) to carry out part of the training path in a company or institution, and together, a tool for combining theoretical classroom study (school preparation) with forms of practical learning carried out in a professional context (assisted experiences in the workplace). The SWA is a tool that allows students to acquire knowledge, skills and competences useful for the development of their professionalism.

Universities can propose School-Work Alternation projects to secondary schools as they fall within the so-called Third Mission that includes activities planned for the transfer to civil society of the results of research and studies conducted and contribute to the cultural growth of the territories where they are located. The proposed activities and projects must include not only a preliminary cultural training of the students but also practical technical activities in the laboratory (under the guidance of tutors and in semi-autonomy) and in the field that allow students to acquire advanced skills and knowledge. The proposed activities can also be useful for students to understand the scope of activities of the various professional figures with high school and university degrees and thus serve to complete the outgoing orientation carried out by the secondary school to which they belong.

The offer of the departments of Environmental Sciences and Policies and of Earth Sciences "A. Desio" of the State University of Milan (UNIMI) for the SWA took the form of projects of 50 hours each, carried out in the presence before the Covid-19 pandemic and remotely during the two years of pandemic restrictions, and aimed at students of classes 3, 4 and 5 of high schools and state and equal technical institutes of the Province of Milan.

The projects, although they are all consistent with each other in terms of objectives and expected results, have been declined in different ways according to the different schools that have adhered to these proposals and the cultural and professional interests of the students involved.

The common thread that unites all the proposed projects is the theme of climate change impacts and of possible mitigation and adaptation strategies. In fact, the two UNIMI departments have long been engaged in studies and research to quantify the intensity of climate change, describe and analyze its environmental and landscape impacts and propose mitigation and adaptation strategies.

In total 8 schools have joined the projects, both public and private, and the total number of students involved is about 250. This contribution illustrates the didactic results obtained from the academic year 2018/2019 and the students' satisfaction with the proposed activities.

Sedimentary TourInStone: a journey through Italy’s sedimentary heritage stones in Turin (Piedmont, Italy)

Franco F.*, Lozar F., d’Atri A. & Borghi A.

Dipartimento di Scienze della Terra, Università di Torino.

Corresponding email: federico.franco523@edu.unito.it

Keywords: geosciences education, hands on learning, emotional engagement.

TourInStone is both an app and an open-air activity developed within the “Piano Lauree Scientifiche”, a project from MIUR (Italy’s Ministry of Education). The activity is based on the various ornamental stones used in the town of Turin, with the aim to teach students how to describe and classify different rocks. Previous activities dealt with all three rock categories, but here we propose a specific itinerary about sedimentary rocks as seen in the centre of Turin.

In the city centre ornamental stones from all over Italy were used for most of the buildings, the majority coming from the Piedmont region and from the Alps; as such they are mostly igneous or metamorphic, with a few sedimentary exceptions that are endurable enough to be used as ornamental stones. However, most sedimentary rocks are from other Italian regions (Lombardy, Veneto, Liguria, Puglia and Lazio).

The fieldtrip is designed to introduce students to scientific rock observation and classification. The urban setting is more stimulating than a classroom and allows a deeper emotional engagement of the students; it helps connecting with them, who often walk past ornamental stones without “seeing” them and, last but not least, it’s easier and cheaper to organise for the schools in Turin. The itinerary is organised so that different categories of sedimentary rocks can be observed following a common compositional and genetic logical thread. It starts with orthochemical rocks, then it moves on to terrigenous rocks and terminates with allochemical rocks that contain a variety of fossils.

The activity has the goal to help students understand the varied environments these rocks were formed in both continental and marine rocks are present, and the fossils they contain can help identify different depositional ages and settings, such as water depth and carbonate saturation; a peculiar example is the Ammonitico Rosso, that presents interesting information about its deposition between the aragonite and calcite compensation depths. Other fossiliferous rocks can help introducing geological time to the students, based on the age of their contained fossils: Jurassic, Cretaceous, Miocene and even relatively recent examples such as Pleistocene.

Rocks observation also helps to introduce the notion of sustainable use of ornamental stones, to show that a correct use of these resources can prevent them from being overexploited, and to avoid the common misconception that they are virtually unlimited.

Interdisciplinarity is a very important part of this activity, as notions about sedimentary rocks can be combined with concepts of physics, chemistry, architecture, technology, history and geography. This allows the activity to be customised for different groups of students and schools.

This activity will be proposed for the first time in the 2022/2023 school year, and it will be evaluated and validated through surveys to both teachers and students, in order to identify possible pitfalls and future improvements.

Two approaches of Teaching Innovation in Mineralogy in Genova (Italy)

Galliano Y.*¹, Boero M.², Garbati P.², Romeo F.², Torella G.³, Vercelli V.² & Cabella R.¹

¹ Dipartimento di Scienze della Terra, dell'Ambiente e della Vita, Università di Genova. ² Liceo Scientifico e Liceo Economico Sociale "L. Lanfranconi", Genova. ³ Liceo Statale Classico, Scientifico e Sportivo "M.L. King", Genova.

Corresponding email: yury.galliano@gmail.com

Keywords: mineralogy, blended-learning, education.

In traditional geoscience education, learning activities include lectures by teachers, assigned textbook reading, laboratory exercises, and classroom discussion. Geoscience teaching methods commonly use maps, diagrams, and photographs as the primary learning media to illustrate geological concepts.

Senior students and professors from the Courses in Geological Science of University of Genoa took part in teaching and laboratory activities in two high schools located in the City of Genoa (Liguria, Italy). The tutoring sessions were aimed to introduce the students to basic mineralogical and geological concepts. Through the use of several innovative teaching methods, that combined online and in-person interactions, we sought to support the development of the core geoscientific skills necessary to recognise a variety of minerals and their associations. The proposed practical activities enabled the students to get accustomed to the identification of mineral samples through the description of their physical properties and crystal morphologies, and to classify rock samples by means of several diagrams. To guide them through their work, we provided them with flow charts describing how to properly carry out the respective determinations.

At the first school that took part in the collaboration, a Test-Teach-Test approach (TTT) was used. The students were asked to complete a test at the beginning of each face-to-face lecture and laboratory activity, even if they lacked the background information to carry it out correctly. The questions included in the test allowed them to focus on the key-points of the forthcoming activity. At the end of the sessions, they were asked to go through the same test once more. The comparison of the test results allowed the tutors to assess students’ learning and performance.

In the second school, a Blended Learning approach and the World Café method were adopted. Blended (or Hybrid) Learning consists in the integration of laboratory activities with propedeutic online lectures (Stacey & Gerbic, 2009), and has become a matter of growing importance after the outbreak of Covid-19. The World Café method is a simple, effective, and flexible format for hosting small to large group dialogue. It is a creative process for sharing knowledge and creating possibilities for action in groups, while mantaining high engagement through a student-centred approach.

With this methodology we hope to inspire others to take part in geoscience teaching projects, to increase awareness of Earth related topics in high school students and provide them with insights into environmental and sustainability issues.

Stacey E. & Gerbic P. (2009) - Introduction to blended learning practices. In: Stacey E. & Gerbic P. Eds., Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education, 1-19, IGI Global, Hershey.

“A Network of Schools for Sustainable Development”. The Role of Education in Mitigating Plastic Pollution

Gastaldi M.*, Beccaceci A. & Paris E.

Scuola di Scienze e Tecnologie, Università di Camerino.

Corresponding email: marco.gastaldi@unicam.it

Keywords: STEAM, sustainability, plastic.

In STEAM disciplines (Science, Technology, Engineering, Arts, Mathematics), operational teaching methodologies such as PBL (problem-based learning), peer education, IBSE (Inquiry Based Science Education), combined with open-air learning scenarios, are universally recognized as useful tools to improve the scientific skills of students of all ages. Methods such as learning by discovery and learning by doing, used for teaching paths developed through authentic tasks, are the ideal means to introduce Environmental Sustainability and Agenda 2030 issues. In this project, we decided to use this approach to address the production of waste related to human activities, with a particular focus on plastic waste, which pollutes ocean and land, also contaminating the food chain.

Before proposing the study activities, we administered structured questionnaires to assess the knowledge possessed by 7^th grade students of 4 Italian schools about sustainable development, the 4 Rs (reduce, reuse, repair, recycle) and the environmental impact caused by waste in terms of water and CO₂ foot-prints. The obtained data represented the baseline acquired through traditional transmissive/theoretical teaching.

Subsequently, we proposed some activities such as: i) webinars, ii) classroom workshops, iii) outdoor learning scenarios. All the activities were interconnected.

In one study group (six 7^th grade), we proposed a webinar activity and classroom labs performed by the students (quantification and characterization of the plastic produced by a family of 4 and bio-plastics production).

In another group of the same grade we added an activity of "outdoor learning" carried out on the beach, not a simple "Clean-Up" and "Active Citizenship" initiative, but a real educational activity through a session of collection and analysis of collected sediments, sampling and recognition of various plastic types, based on particle diameter, shape, color, water-relative density. During these activities, therefore, the students observed the different mineral components of the beach sands, and for the plastic fragments found by the students (micro- and meso-plastic), we used the same sampling and classification procedures used in sedimentology for the "natural" particles. We were able to concretely ("hands on") introduce the concept of Anthropocene, to discuss the impact of human activity on the coastal areas and the formation of the "plastic-glomerate rocks" (agglomerates of plastic and mineral particles, too often present in modern beaches). Finally, post-activity questionnaires were administered. We observed, compared to the starting questionnaire, a significant increase in the knowledge about Sustainable Development topics, a greater awareness of the central role that individual citizens play in terms of reducing consumption and waste production, and an optimistic vision for future change.

Corcoran P., Moore C.J. & Jazvac K. (2014) - An anthropogenic marker horizon in the future rock record. GSA TODAY, 24, 4-8.

T-Learning for geosciences education: a proposal for a sustainable pedagogy

Gerbaudo A.*¹, Tonon M.¹ & Caretto A.²

¹ Dipartimento di Scienze della Terra, Università di Torino. ² Dipartimento di Scienze della Formazione Primaria, Università di Torino.

Corresponding email: andrea.gerbaudo@unito.it

Keywords: geoethics, transformative learning, education for sustainability.

This is a response to Peppoloni & Di Capua’s (2021) “Geoethics to start up a Pedagogical and Political path towards Future Sustainable Societies”, in which the authors declare that the development of geoethics is at a turning point: the geoethical principles and values must be embodied into a pedagogical project that has to be inclusive, participatory, proactive; it has to be inspired by principles of dignity, freedom and responsibility. As researchers and teachers’ trainers, we share the same feeling of an urgent need of renovation in pedagogical practices; in times of ecological crisis, we also agree that these practices must be founded on a set of values that enhances an ethical regeneration of human beings and are consistent with the sustainable development goals.

In this presentation, moving from the call-for-engagement made by Peppoloni & Di Capua, we point out the T-Learning methodologies (where “T” stands for transformative, transgressive and transdisciplinary) as valuable tools to connect science education with the broader concept of Education for Sustainability (Sterling, 2011). After a brief introduction, necessary to give some definitions about T-learning, we focus in particular on art-based methodologies. In accordance to Shelley Sacks’ definition of aesthetics (Beuys & Sacks, 2004) as the opposite of an-aesthetic, a creative approach implies an overcoming of insensitivity and pushes people to responsibility, one of the fundamental principles of geoethics (Marone & Bohle, 2020): art thus is suitable for building a new pedagogical path for geosciences education that is inclusive, participatory, proactive, but also transformative, transgressive and transdisciplinary.

Finally, as an example of educational programs designed with T-learning methods, we describe two workshops that were held as part of an Earth Sciences didactics course for future teachers, in which participants worked with clay and gypsum using an artistic approach.

Beuys J. & Sacks S. (2004) - What is Art? Conversation with Joseph Beuys. Clairview Books, Forest Row, UK.Marone E. & Bohle M. (2020) - Geoethics for Nudging Human Practices in Times of Pandemics. Sustainability, 12(18), 7271, https://doi.org/10.3390/su12187271.Peppoloni S. & Di Capua G. (2021) - Geoethics to Start Up a Pedagogical and Political Path towards Future Sustainable Societies. Sustainability, 13(18), 10024, https://doi.org/10.3390/su131810024.Sterling S. (2011) - Transformative Learning and Sustainability: sketching the conceptual ground. Learn. Teach. High. Educ., 5, 17-33.

Technominerals, technology under the microscope: design of lectures straddling science and social awareness in the context of secondary school classes

Giai M.*

Dipartimento di Scienze della Terra, Università di Torino.

Corresponding email: matteo.giai@live.it

Keywords: technology, minerals, school content.

What is graphite used for? What is a smartphone made of? What impact does a mine have on the environment and how can this be remedied? But above all: what do minerals have to do with technology?

These are the questions that have been tried to answer, through some lectures dedicated to the classes of the secondary school. In these meetings we have brought palatable topics to the kids, but above all that they were topical and with an ultimate important goal: to convey a greater awareness of what surrounds us and our impact on it, and perhaps provide some points of reflection on the world and on the geopolitical situation of some countries.

This was possible through a presentation by means of PowerPoint, accompanied by some practical experiments and observation of mineral samples in first person, in order to stimulate the touch, the vision and latent knowledge of the students to whom the project was addressed.

With a first brief introduction to the concepts of geology, mineral and georesource, there are two large "families", completely fictitious, of minerals that can be used today: the minerals called "domestic" and the "technological" minerals. At this point we went to analyze some of these mineral species (e.g. talc, graphite, zeolites, gold, REE, etc.) and their uses in everyday life, also presenting some "unusual" uses that not everyone knows. After these more "academic" moments, questions were directed to the listeners, both teachers and students, in order to verify and stimulate their previous and latent knowledge. At the end of this list of minerals were projected some global production data for some of these mineral raw materials.

The second part of the presentation focused on the issues that concern the extraction of these raw materials, which not only lead to environmental damage, but also to the population. And at this juncture we analyzed some aspects little treated as those of "Conflict minerals" and current geopolitical crises (e.g. Afghanistan). Finally, he recalled the approach of the 2030 Agenda and its social and economic objectives, which were proposed globally and how in their small way even the young people involved in the presentation can contribute, through a greater awareness of the world and the concepts of sustainable development. This is to lead not to the creation of a new generation of ecologists, but subjects sensitive to environmental issues and with a greater ability to understand and reason for the political, social and economic phenomena affecting our planet.

At the end of the lesson some molecular models of the mineral species presented during the lesson were presented; to these was proposed an experiment of an electric circuit and some graphite samples, copper, magnetite and graphene to check the degree of conductivity of materials. As an extra material, some samples of fluorescent minerals (e.g. ruby, strontianite, autinite, metatorbernite) were shown, both as an application of some fluorescence physics concepts and as a spectacular artistic effect, much appreciated by the kids.

For about eight years, the Sën Gian Cultural Association has been operating in the territory of Val Pellice in order to promote and transmit the culture, traditions and scientific knowledge that characterize this small but varied territory. Within the numerous events that it presents every year, there is also "MINERALUSERNA", now in its 6^th edition, as a mineralogical exhibition focused on the exchange not only of samples of minerals, but also of knowledge and curiosity. And it is here that the project of TECHNOMINERALS is located, as an extension of the MineraLuserna event: born from the idea of bringing academic knowledge in the field of chemistry, mineralogy and petrography even to a less experienced and younger audience than a university student, led to the idea of proposing simple, captivating and fun lessons to children and teenagers in the territory of Val Pellice, assisted by a group of former teachers of the Polytechnic of Turin and students of the Department of Geological Sciences of Turin. This project, later referred to as "MineraLuserna enters schools!" has been going on for four years now and with enthusiasm the schools of the whole Pellice Valley, of the district and from this year also of the Pinerolese have joined the initiative, also leading to an update of the staff of teachers and the contents to be proposed, with a continuous renewal of ideas and educational proposals.

Geology and the city: how to introduce Geosciences to high school pupils

Lozar F.*, Palomba M., Storta E., Borghi A., Stella I. & Franco F.

Dipartimento di Scienze della Terra, Università di Torino.

Corresponding email: francesca.lozar@unito.it

Keywords: geoscience education, high schools, Alpine evolution.

The project Piano Lauree Scientifiche of the Italian Ministry for Education (MUR) has involved University and high school pupils and teachers in the last 6 years with the aim of introducing, among other STEM, Earth Science (ES) knowledge to the young generations.

The University of Turin has designed several outdoor activities promoting basic ES principles through hands on activities; among them, a very successful initiative is based on rock observation, classification and interpretation and develops in the city center.

The inspiration arised from the app Tourinstone, published by the DST the first time in 2014, that promotes a self-guided geological tour of Turin through the discovery of its ornamental stones. A further use of the app is to disclose the Alpine arc evolution through the main lithotypes used in the monumental city.

We organized the lab for the high schools as an open air lab, where the students were asked to observe, describe and classify the ornamental stones in the iconic piazza San Carlo and surroundings, as they were in a real fieldtrip studying the outcrops. The final outcome of the lab was to understand the geological origin of the observed lithotypes. During the “field work”, they were supervised by university students and professors. Moreover, the lab was integrated at school and in the field with interdisciplinary activities in Architecture or Sustainability.

In order to analyse the efficacy of the lab we proposed both teachers and pupils with a questionnaire before and after the field experience. The aim of the pupil’s questionnaire was to test: which basic geoscience knowledge the students had before the experience; if this had improved after the lab, pupil’s awareness of the geosciences importance in our everyday life. The teacher’s questionnaire provided insights on the lab efficacy to improve the geological curriculum in schools.

We led pupils from three schools in the lab, involving about 250 pupils and their teachers.

The results of questionnaire analysis suggests that the open air activity positively improved the disciplinary knowledge of the pupils, allowing the correct identification of rock components and the classification in the three main rock categories. As for the soft skills, we assessed that the pupils recognized the importance of the geosciences in everyday life, showed high interest in the subject, were happy with the experience and in some cases felt able to lead their peer in the same discovery of Turin ornamental stones as “hidden” information of their city. As for the teachers, indipendently from the didactical period in which the activity was realized, most of them would replicate the experience with future pupils, mostly only lead by experts, but also on their own.

Earth Sciences teaching experience with high-school students. Case studies from PLS activities

Lustrino M.*

Dipartimento di Scienze della Terra, Sapienza Università di Roma.

Corresponding email: michele.lustrino@uniroma1.it

Keywords: Earth Sciences, teaching, high-school.

Earth Sciences disciplines are commonly taken into poor consideration in high-school didactic programs because much of the teachers of scientific disciplines have a biological background, with only basic knowledge in geological fields. The Dipartimento di Scienze della Terra of Sapienza University of Rome participates since 2004 to the PLS (Piano Lauree Scientifiche) project of the Italian Ministry of University, collaborating with many tens of high schools. It has served as a boost to increase the number of students enrolled in Geological Sciences Bachelor, which was losing attraction year by year. The aim of the participation to the project is to improve the recognition of the role of geologists in the economy, sustainability and social activities in general, including evaluation of natural risks, assessment of energy resources and mitigation of temperature increase with CO₂ geological neutralization and storage.

During the end of 2021, a network including 20 high-schools of Rome and neighbouring districts was defined, aiming to organize a series of seminars and laboratories for IV and V year students. A continuous exchange of ideas was bounced back several time among the teachers and the author to define the arguments of the seminars. During January-February 2022, sixteen seminars (mostly in remote), and four laboratories (all in presence), were held, involving more than 500 students. The arguments treated span wide disciplines, not strictly restricted to geological arguments and include: 1) plate tectonics; 2) magma generation; 3) Earth’s origin; 4) geodynamic evolution of Italy; 5) volcanoes; 6) mineral luminescence; 7) radioactivity and radiation; 8) energetic transition. A Google drive folder was created to allow teachers to download in advance the pdf copies of the pptx files presented to the students.

The seminars and laboratory activities lasted from one to two hours, anticipated and followed by a test with 15 questions, each with four answers. A final discussion of the results followed the compilation of the test. Two points were assigned for right answers, zero points to no answers and minus one point to wrong answers.

The results of 471 tests indicate an average pre-seminar score of 8 (over a range of -15 to +30) and an average post-seminar score of 22, with an average increase of 14 points, corresponding to 31% considering 45 points of maximum increase. The standard deviation is between 8 and 9 points for the pre- and post-seminar scores and for the average increase. The main results of this study indicate: 1) the necessity to increase the cooperation with teachers in choosing the arguments of the seminars; 2) the importance to allow teachers to improve their formation, allowing them to consult in advance the didactic material; 3) the utility for the students to check their preparation to specific questions by evaluating the pre- and post-seminar scores; 4) to organize laboratory and hands-on activities.

“Reading” the rock record: what rocks can tell us of the evolution of our planet – an orientation activity for high school students

Meneghini F.*, Frassi C., Di Rosa M. & Sanità E.

Dipartimento di Scienze della Terra, Università di Pisa.

Corresponding email: francesca.meneghini@unipi.it

Keywords: student orientation, PCTO, geology for high school.

In the frame of the program “Percorsi per le Competenze Trasversali e l'Orientamento” (PCTO, i.e. young apprenticeship and work-related learning programmes), we have proposed a multidisciplinary project to a 3^rd year class of the Liceo Scientifico “Ulisse Dini” of Pisa aimed at introducing the students to geological field mapping, and to the study of rocks and their structure at different scales of observations to reconstruct the evolution of an area in the context of plate tectonics.

We started the activity with 2 seminars of 1 h each to introduce the students to the petrogenesis of rocks, rock classification and their main textural characteristics, with special attention to sedimentary rocks. We also introduced the theory of plate tectonics and the process of mountain building, and we focused on the geological setting of the Northern Apennines and the stratigraphic sequence of the metamorphic Tuscan Units exposed on the Monti Pisani, 10 km NE of the town of Pisa.

The next planned activity has been an excursion with the students to the Monte Verruca (Monti Pisani), where extensive outcrops of the continental sequence of the Verrucano s.l. are found, with well exposed contacts with the Variscan basement. During the field activity, we introduced the students to the basic of field-scale description of rocks and deformation structures, depositional environment and its meaning, geological mapping and description of geometrical relationships between different rock types.

Back to the Earth Science Department the students visited the Thin Section Laboratory where we showed how to make a thin section from a rock sample. Then, we moved in the Microscopy Lab where the students familiarized with the optical microscope for petrography and how it can be used to describe the petrographic characteristics of rocks and minerals. Finally, we provided to students several thin sections representative of the rocks they saw in the field and we let they make a simple description.

The PCTO activity will be concluded with a final report in the form of a Power Point presentation that the students will prepare in groups back in the class, and that we will evaluate together with their school teacher.

An educational approach to the learn about Construction and Demolition Waste

Messere M.*¹ & Volpintesta F. ²

¹ ITET "G. Salvemini", Molfetta (BA). ² Scuola di Scienze e Tecnologie, Università di Camerino.

Corresponding email: profmessere@gmail.com

Keywords: Construction Demolition Waste, virtual world, sustainability.

The overexploitation of georesources in the construction sector raises important aspects of recycling and reuse in a virtuous process of circular economy (López Ruiz et al., 2020; Zhang et al., 2022). This issue is of great interest in the course of studies dealing with construction technology and the environment.

This work involved students in a second class from the Technical, Economic and Technological Institute of Molfetta (Bari - Italy), specialization in Construction Environment and Territory, in collaboration with the Geology division of University of Camerino, Italy.

The main purpose of the project was to bring students closer to the issues of reuse and recycling of CDW (construction and demolition waste).

The first phase of the project, carried out following the typical steps of the IBL methodology (inquiry-based learning), included an input activity (viewing a documentary on CDWs) and the identification of the issues on which to investigate, deepening the knowledge of some topics through an online meeting with an expert. The expert explained to them in particular: what CDWs are and why they are important, how CDWs are produced and treated, the European and Italian framework on CDW management, bureaucratic issues and the possibilities for recycling CDWs.

The pupils then, distributed in four groups, studied a topic of their choice including the situation of quarries and mines in Italy, statistical analysis on the situation of the CDW and related collection centers in Italy, the recovery of CDWs, the disposal of asbestos. The results of the research work were documented in infographics created with a specific app (Canva).

In the second phase of the project, with a gamification approach, the students created an "escape room" designed and built in a web-based virtual world, Mozilla Hubs, also accessible with virtual reality viewers and smartphones as well as from PC. Students created customized scenarios, enriched with previously created educational content, sources of their research and online quizzes, to be solved by visitors to leave the room.

The activity presented constitutes an example of how, in an attractive and at the same time educational form, digital skills and contents on building sustainability can be transmitted to young people who in the future will be expert professionals in the construction of greener buildings.

López Ruiz L.A., Roca Ramón X. & Gassó Domingo S. (2020) - The circular economy in the construction and demolition waste sector – A review and an integrative model approach. J. Clean. Prod., 248, 119238.Zhang C., Hu M., Di Maio F., Sprecher B., Yang X. & Tukker A. (2022) - An overview of the waste hierarchy framework for analyzing the circularity in construction and demolition waste management in Europe. Sci. Total Environ., 803, 149892.

VULCANOPOLY: playing towards a better future

Misiti V.*, Riposati D., Di Laura F., Battelli P. & Crescimbene M.

INGV, Roma

Corresponding email: valeria.misiti@ingv.it

Keywords: geoscience, games, students.

The goal of scientific dissemination is to reach all levels of age and social origin of the population, simplifying scientific concepts and making them appealing to the general public. A common and understandable language has always been the visual one, for this reason many authors use images as a tool to convey scientific notions and discoveries. From its origins, science has placed images at the center of its communication processes: drawings, diagrams and then, subsequently to scientific discoveries, photographs, films up to satellite images. In this framework, we emphasize the importance of playful-didactic activity and visual language to facilitate learning and, in particular the development of scientific games.

Our working group has been collaborating for years in the organization of dissemination events with the aim of increasing knowledge on the major geological issues for the protection of the planet. In this context it is important to highlight the role of scientific dissemination and the different methodologies to be used. One of the most used and appreciated tools has been the creation of scientific-didactic games: to simplify concepts, the game has in fact proved to be a fundamental tool.

We present VULCANOPOLI, inserted in a series of science games that started with MAREOPOLI (Locritani et al. 2017) and inspired by Hasbro’s famous MONOPOLY. The main topic is volcanoes, both from a scientific and a historical point of view. Thanks to this game the historical evolution of some of the most important Italian Volcanoes can be reconstructed. The rules are those of the original game with some additional questions and concepts to remember, to conquer cities and accumulate points. The VULCANOPOLY game-board consists of thirty-six spaces containing twenty-one villages and cities on three main italian active volcanoes (Mount Vesuvius, Mount Etna and Stromboli Island) and one quiescent volcano (Colli Albani Volcanic District), four Chance spaces and four Community Chest spaces, a hot water baths space, a geothermal energy space, an underpass space, and the four corner squares: GO, Viewpoint, Magma Chamber and Connecting way. A deck of thirty-two Chance and Community Chest cards (sixteen each) which players draw when they land on the corresponding squares of the track, and follow the instructions and myths, legends and folklore tales based on real events printed on them.

Locritani M., Garvani S., Di Laura F., Merlino S. & Talamoni R. (2017) - Giocando verso uno Sviluppo Sostenibile: il contributo della sede INGV di Porto Venere nella realizzazione di giochi didattico-scientifici. Misc. INGV, 39, 1-26.

Energy and carbon footprint. An education approach for middle school students

Occhioni M.*¹, Di Palma R.² & Paris E.¹

¹ Scuola di Scienze e Tecnologie, Università di Camerino. ² Istituto Comprensivo Nettuno 1, Nettuno (RM).

Corresponding email: michelina.occhioni@unicam.it

Keywords: energy, georesources, opensimulator.

A didactic activity was created to be carried on the Opensimulator-based virtual world Techland (Occhioni & Paris, 2021), in a new island focused on sustainability, Ecocity. The aim of this activity was to draw the students’ attention to the environmental impact of technology and energy. To approach these themes, the activity introduces the students to the concept of carbon footprint, applied to the production and application of new technologies, spanning from common electronic devices to apparats for renewable energies production.

The activity investigates, for example, the impact of smartphones, both in terms of georesources exploitation and carbon footprint, focusing on the role of rare earth elements in technology. After evaluating their domestic carbon footprint, in term of electricity consumption, the students studied also the impact of renewable energy technology, such as solar panels and horizontal wind turbines on buildings, electric/solar chargers for electric vehicles and so on.

In addition, as part of the course of Civic and Environmental Education, particular emphasis was given to the behaviors that the students should adopt to reduce their personal carbon footprint, such as the use of public transport, domestic savings and responsible purchases.

The activity was carried out with K8 students of the Istituto Comprensivo Nettuno 1, Nettuno (RM). They connected to the Virtual World (VW) as avatars, from their classroom during the school time. While the researcher was online, their teacher, in presence, supported them during their activity, evaluating also the reaction of the students to the new activity and the level of attention during the project hours. The 4-months project (from December 2021 to March 2022), implied meetings twice a month, for a total of about 30 hours.

At the beginning of the activity, students learned how to master movements and communication and get acquainted with the main tools interact/import/build resources in the VW. Then, after choosing the topics for the project, the pupils searched, found and organized information, creating also 3D objects to explain what they learned. The Inquiry-based learning methodology was used, letting students to find answers to driving meaningful questions and discussing together problems and solutions.

Using screen casting, they realized videos to explain all they have done. At the end of the activity their artefacts (3D objects, videos and multimedia presentations) and information have been evaluated in terms of correctness, clarity and originality. The quality of the work and the contents produced revealed a high level of involvement and concentration.

A more general evaluation of the activity was based on questionnaires, demonstrating that students judged positively their experience, improving the use of ICT, and increasing their awareness towards the need of an energy transition to a more sustainable way.

Occhioni M. & Paris E. (2021) - Techland, New Educational Paths Focused on Energy Resources and Sustainability Using Virtual Worlds. In: Panconesi G. & Guida M. Eds., Handbook of Research on Teaching with Virtual Environments and AI, 316-340. IGI GLOBAL.

The Data Mining Test: an unexpectedly effective tool to promote and recognize soft and hard skills in Earth sciences

Occhipinti S.*

Associazione Nazionale Insegnanti di Scienze Naturali, Aosta.

Corresponding email: susocchip@gmail.com

Keywords: data mining test, soft skills.

The purpose of this research is to present the results of a process that has been developed in recent years, as a consequence to the need to use new educational tools imposed by the pandemic.

My personal experience in the teaching- learning process and in the outreach field, with the aim to raise awareness towards Earth sciences prompted me to develop, in particular, easy-to-use, hands-on tools, as they allowed to develop skills "different" from those that students acquired through the use of new technologies. Manipulation, observation, analysis, reasoning, abstraction, typical steps of a problem solving process, have been developed through the creation of models to be built, touched, verified, with which to simulate phenomena through non-Galilean paths, as they are not repeatable, not reproducible as volcanoes, landslides, earthquakes, meteorological phenomena, climatic variations and related consequences.

Over time, different paths have been tested with overall positive results, always with investigative and problem solving approaches, but using digital tools. Paper and digital maps were compared, as well as the observation on site with aerial photos, finally landslides were studied with the use of all available online resources, but always integrating hands on tools. The need to use "distance learning", because of the lockdown imposed by the pandemic, has required experimenting with new tools. Moreover, the web offers almost infinite resources, data, maps, cards, virtual 2 and 3D models.

This research, born on the occasion of the national and international Olympiads of Earth sciences, which required to carry out tests using online resources, continued trying to develop a test model, which required students to extract data, then to carry out a Data Mining Test, in compliance with already formalized international standards already applied in particular in ICT and engineering (IFN), while it was not possible to find bibliography in the Earth sciences field.

The aim of the research is to develop models easy to be implemented, which could use digital data of simple and open accessibility, easily analyzed by students, of varying complexity for the different levels of school, but that would prove to be effective tool for recognizing students' skills. In consideration of the type of test, which already provides data, no knowledge is required, while hard and soft skills are required, recognized and certified. The student is required to be able to recognize and build relationships, but also to identify useful data and distinguish them from redundant ones, connect the causes of phenomena with their effects, identify significant variables, solve problems, as well as know how to communicate effectively, respect deadlines and even know how work as a team.

Experimentation is underway, but the first data are proving interesting and effective results.

Learning the Earth Sciences: implementing 3D models in distance education

Pasero F.*, Nerone S., Storta E., Brotto G., Borghi A., Carosi R., d’Atri A., Ferrando S., Groppo C., Iaccarino S., Lozar F., Montomoli C. & Natalicchio M.

Dipartimento di Scienze della Terra, Università di Torino.

Corresponding email: federico.pasero@edu.unito.it

Keywords: digital learning, photogrammetry, 3D samples.

As modern digital technology offers many new possibilities, educational methods need to take full advantage. The last two years, affected by the pandemic, required teachers and students to explore new ways of learning. Earth Science education is mostly based on practicals, both in the field and in labs and, as such, has been deeply affected by the restrictions. When in-person activities are limited, three-dimensional (3D) modelling offers incredible educational opportunities, because the obtained realistic objects can support distance learning. In this framework, students and research fellows of the Department of Earth Science of the University of Turin, Italy, started from scratch a project to create 3D models of fossil and rock samples belonging to the didactic collections of the Department. The student contribution was crucial to better understand the most suitable communication tools to reach younger generations. Photogrammetry is at the base of this project, requiring the production of high-resolution photographs of the subjects in sequential rotating order, in at least three different orientations. This ensures that every single spot of the object is recorded in at least three different photos. A 3D imaging software with a photogrammetry specific algorithm has then been employed, and a 3D model was built in 3 steps: point cloud, polygon framework (mesh) and final texture. This process leads to the completion of the virtual 3D model which is then stored in a digital 3D viewing platform (Sketchfab.com) and is ready to be used by students and teachers. The repository currently consists of more than 500 models, including magmatic, metamorphic and sedimentary rocks, as well as fossils, and is freely available on the University of Turin Sketchfab account (/DstUniTo). The 3D models are now extensively used during online lessons, enhancing both teaching and learning experience thanks to the interactive visualization. Also in-person classrooms could benefit from this tool. The main advantages for all school grades are the possibility to access the collection from anywhere and to provide detailed descriptions of all the sample features which can simplify student understanding of Earth Sciences. Depending on the purpose, it can be used as a detailed archive of the Department extensive collections, or as a showcase for curious students. Although hands-on activities are still necessary for a complete understanding of every aspect of geosciences, the integration of traditional teaching methods with modern digital techniques can help students in their learning processes.

Teacher training and geoeducation in Italy: some preliminary remarks

Pelfini M.*¹, Parravicini P.¹, Bonaccorsi E.², Cifelli F.³, Gioncada A.², Lupi C.⁴ & Paris E.⁵

¹ Dipartimento di Scienze della Terra "A. Desio", Università di Milano. ² Dipartimento di Scienze della Terra, Università di Pisa. ³ Dipartimento di Scienze, Università di Roma Tre. ⁴ Dipartimento di Scienze della Terra e dell’Ambiente, Università di Pavia. ⁵ Scuola di Scienze e Tecnologie, Università di Camerino.

Corresponding email: manuela.pelfini@unimi.it

Keywords: teacher training, geoeducation.

The latest reform relating to the training of the Italian secondary school teachers provides for the acquisition of 24 academic credits (ECTS) in the anthropo-psycho-pedagogical disciplines and disciplinary didactics. These are compulsory in order to participate in for access to teaching in the every competition classes.

The required 24 ECTS can be obtained in at least 3 of the 4 discipline fields envisaged. The Italian universities have organized useful training courses to obtain the ECTS necessary to participate in the teacher’s recruitment phase (PF24).

Among the foreseen teachings there are those of disciplinary didactics and, among these, didactics of the Earth sciences (Pelfini et al., 2019). The content of this teaching was shared among many Italian universities.

In view of the upcoming law changes, we analysed the participation data in the "PF24" courses held in some universities and in particular we analysed the choices made by the participants for what concern disciplinary teaching (4^th domain) and in particular Earth Sciences Education courses.

The results collected were discussed considering, among other things, that to be qualified for teaching in class A 50, 12 ECTS must be acquired in the geological disciplines, while for those who qualified for teaching in class A28 they must obtain 6 ECTS in Earth Sciences.

Pelfini M., Parravicini P., Fumagalli P., Graff A., Grieco G., Merlini M., Porta M., Trombino L. & Zucali M. (2019) - New methodologies and technologies in Earth Sciences education: Opportunities and criticisms for future teachers. Rend. Online Soc. Geol. Ital., 49, 4-10.

A board game meets an App… this is GeoRisk!

Piangiamore G.L.*¹, Maraffi S.² & Sacerdoti F.M.³

¹ INGV, Lerici (SP). ² Ministero dell'Istruzione, Roma. ³ Università di Napoli “Federico II".

Corresponding email: giovanna.piangiamore@ingv.it

Keywords: app, Computer Supported Collaborative Learning Education, natural risk reduction.

GeoRisk is a gamy-learning experimentation to raise awareness on disaster reduction and risk education enforcing the ability to foster hazards before the occur of extreme events as an amusing way for the last two years of primary school. Our educational tool is within an engagement initiative to ensure effective dissemination and communication and raise public awareness and natural hazard understanding to instill a culture of safety and promote best practice.

A network of schools is involved in our GeoRisk research program of interactive learning to improve knowledge in Earth Environmental Emergency and Safe Behaviors and we have experienced a Computer Supported Collaborative Learning Education, also testing the efficacy of the Risk Detective (Seismic and Hydrogeological Risk paths) table game for class (https://riskdetective.wordpress.com; Piangiamore, 2019) by the App Save Yourself (Volcanic, Seismic and the new Hydrogeological Emergencies) (Maraffi & Sacerdoti, 2018a; 2018b). The gaming experiences also accompanies innovation in authentic assessment. Furthermore, we aim to educate to a correct use of technology which can constitute a valid tool of conscious communication for the new generations. Our gamification logic is focused on competition, virtual goods, real-time feedback, storytelling, points, rankings, levels, etc… aiming to develop emotional intelligence and soft skills and our on-goingresearch is developing the modern GeoRisk gamy-learning tool enclosing in itself all three types of educational game:

• Teaching games (to teach something through the game: the tools are not shown, but discovered by passing tests, solving puzzles, etc... which need an ever deeper understanding of the subject matter);

• Meaningful games (to pass a meaningful message to promote change);

• Purposeful games (to develop a game path that has some outcome in the real world).

In a few words, a real game path that proposes something not "just for fun", but a game thinking with an environmental educational purpose to sensitize players on the issues of prevention of natural disasters.

Maraffi S. & Sacerdoti F.M. (2018a) - Learning on Gaming. Innovative Teaching with the use of Smartphones and Digital Storytelling. Edizioni Accademiche Italiane.Maraffi S. & Sacerdoti F.M. (2018b) - The App Save Yourself improves knowledge in earth environmental emergency and safe behaviors. 6th Mediterranean Interdisciplinary Forum on Social Sciences and Humanities, MIFS 2018, Proceedings, 1-5. https://doi.org/10.19044/esj.2018.c5p1.Piangiamore G.L. (2019) - Metodologie didattiche innovative di educazione dei rischi naturali nei progetti per le scuole del territorio spezzino. In: De Pascale F., Farabollini P. & Lugeri F.R. Eds., Comunicare il rischio, il rischio di comunicare, 113-133. PRISMA IRES Marche.

Teachers’ professional development across the COVID-19 pandemic: EGU Education Field Officer programme in Italy

Realdon G.*^1-2, Beccaceci A.¹, Stacchiotti L.¹, Invernizzi M.C.¹ & Paris E.¹

¹ UniCamEarth Group, Università di Camerino. ² European Geosciences Union.

Corresponding email: giulia.realdon@unicam.it

Keywords: geoscience education, EGU, EGU Education Field Officers.

The Field Officer (FO) programme was launched by EGU (European Geosciences Union) in 2018 to promote the effective teaching of geosciences in European schools and beyond. Four European and two non-European FOs were appointed, trained, and begun to run teachers’ professional development workshops in their respective countries.

FOs prepared materials and built simple equipment needed to perform practical labs during the workshops. They also translated the lab protocols in their languages, so that attending teachers could immediately use them in the classroom. In 2019 the Italian FO (G. Realdon) ran 5 workshops for 80 teachers in 3 regions and 2 teachers’ conference presentations. The Italian FO set up workshops addressing the following topics: Earth structure and magnetic field, Fossils and geologic time, Plate tectonics, Rock cycle, Seismology and Volcanism, and collaborated with the UNICAMearth workgroup of the University of Camerino, translating 21 lab protocols into Italian and publishing 3 original activities.

The outbreak of the COVID-19 pandemic in early 2020 halted all face-to-face school activities, including prearranged teachers’ trainings. This has heavily affected the FO programme in all the 6 countries where the programme has been started and prevented the training of 7 new FOs that had already been appointed in other new countries. Since the beginning of the programme, and during the forced interruption, the FOs regularly met online to reflect on past activities, leading to the publication of two papers on the assessment of the programme’s outcomes (Correia et al., 2020; Realdon et al., 2020) and of an educational article in a teachers’ journal (Realdon et al., 2021).

Between early 2020 and fall 2021, FOs switched to remote teachers’ training activities at national and international level. In Italy, 3 online workshops and 5 webinar presentation were run during the periods of restrictions. Once face-to-face teaching resumed across Europe, new workshops were organised. Since fall 2021, 5 workshops were run in Italy in Puglia, Lazio and Veneto regions, cumulatively attended by 93 teachers.

All the face-to-face workshops before and after the restrictions were evaluated using a questionnaire administered in the host nation language. In this conference we are presenting the data emerged from the Italian participants, which provide an encouraging picture and useful suggestions for the future development of the FOs programme.

Correia G., Realdon G., Coupechoux G., Juan X., Baskar R., Burgeoini Y. & King C. (2020) - Geoscience Education Field Officer international programme: The first year of activity (May 2019 – April 2020). ASE Internat., 10, 11-21.Realdon G., Coupechoux G., Correia G.P., Juan X., Baskar R., Bourgeoini Y. & King C. (2020) - EGU (European Geosciences Union) Education Field Officer programme: teachers’ appreciation, perceptions and needs. Eur. Geologist J., 50,10-14.Realdon G., Correia G.P., Juan X., Coupechoux G., Baskar R., Bourgeoini Y. & King, C. (2021) - Watery world – hands-on experiments from Earthlearningidea. Sci. School, 54.

A Tribute to Chris King

Realdon G.*^1-2

¹ UniCamEarth Group, Università di Camerino. ² European Geosciences Union.

Corresponding email: giulia.realdon@unicam.it

Keywords: Chris King, Earthlearningidea, EGU.

I first knew about Chris King indirectly, through his Earthlearningideas, hands-on teaching activities on geoscience topics both simple in appearance and rich in pedagogical and scientific content. Then, in 2014, I witnessed Chris King with his colleagues Peter Kennet and Elizabeth Devon performing their inspiring workshops for geoscience teachers. Observing him in person made me discover a new way of teaching, which I further experienced at EGU - European Geosciences Union, during GIFT Workshops in Vienna, and then practicing as a EGU Education Field Officer for Italy, under the guidance of Chris King himself as the Chair of the EGU Committee on Education.

Chris King was skilled and inspiring, while remaining always friendly and helpful. Before becoming a world-renowned expert in geoscience education, he had a long and diverse life experience. After starting his career as a geologist in diamond prospecting, he became a schoolteacher and joined the UK Earth Science Teachers Association, where he was an active member for 41 years, and acted as chairman too. He then joined Keele University (1996-2015), where he directed the Earth Science Education Unit. He contributed to training about 37,000 teachers and student teachers, indirectly influencing the learning of several million students in UK and beyond.

Chris King did not limit his activities to the UK but played a role on a global scale. In 2000, he was a founding member and became the first chairman of the International Geoscience Education Organisation (IGEO). At EGU he also inspired new initiatives including the EGU Higher Education Teaching Grants and Higher Education Geoscience Teaching Workshops, to name but a few. He wrote countless articles and books, among which an innovative online open access textbook for high schools.

During his career, Chris King was honoured by the Geological Society’s Distinguished Service Award, the RH Worth Prize, the Halstead Medal and the international Geoethics Medal. He gained a reputation for being an incredible educator, an inspiring master and role model.

Prematurely stolen from this life by an unforgiving illness, he faced this extreme challenge with courage and grace, finding the energy to say one last farewell to friends, colleagues and students.

I salute him with the words of Ravi Shankar of IGEO India: “Above all, Chris was an amazing gentleman and a pleasure to work with. He respected, supported and cheered everyone. He treated all with vast amounts of dignity, support and understanding. Chris brought a special kind of light into the room; his gentle, wry smile and dry humour was always a delight! With such exemplary attributes he touched the hearts of all. He was an example of a great human being and a great geoscientist, who devoted his entire life to Earth science education. His vast legacy should be continued in the future”.

Information on Chris King’s biography kindly provided by Peter Kennet and by EGU Committee on Education

"An ocean of science" project: a journey to the seabed

Ricca M.¹, Albanese M.P.¹, Donato A.¹, Ruffolo S.A.¹, Bruno F.², Randazzo L.*³ & La Russa M.F.¹

¹ Dipartimento di Biologia, Ecologia e Scienze della Terra, Università della Calabria, Rende (CS). ² Dipartimento di Ingegneria Meccanica, Energetica e Gestionale Università della Calabria, Rende (CS). ³ Dipartimento di Scienze della Terra e del Mare, Università di Palermo.

Corresponding email: luciana.randazzo@unipa.it

Keywords: underwater cultural heritage, cultural identity, innovative educational paths.

The protection of underwater cultural heritage, as an integral part of the cultural heritage of Humanity, is exercised according to the same general principles envisaged for the underground archaeological heritage. These principles are reaffirmed and extended in a fundamental international legal instrument, the Convention on the Protection of the Underwater Cultural Heritage, adopted in Paris on 2 November, 2001 by the General Conference of UNESCO Member States. Archaeological materials coming from underwater environments are of great relevance in order to study technologies, origin and progressive evolution of ancient civilizations and for a better understanding of historic events (Sacco et al., 2015; Canoro, 2021; Ricca et al., 2021). Underwater sites are highly dynamic environments and undergo the influence of the marine system; they are also of considerable interest for their natural, geomorphic, physical, biochemical characteristics, with particular regard to marine flora and fauna as well as for their scientific, ecological, cultural, educational and economic importance. Being the umpteenth testimony of the vast cultural that enriches our territory, the submerged heritage bears witness to our cultural identity. Undermining the beauty of the hidden treasures protected by our waters, in addition to the well-known illegal trafficking activities, contributes and aggravates the environmental damage and, consequently, the conservation of the submerged cultural heritage.

The project "An Ocean of Science" (CUP H23D21002060001), promotes effective interventions and innovative educational paths to support the growth of knowledge and skills in schools, helping the relevant institutions to ensure more inclusive cohesion policies with a high cultural and scientific impact. The project is aimed at high school students with the aim of raising awareness of the enhancement and enjoyment of the finds and evidence of the past culture that lie on the seabed and also to study the pollution of the seas, as one of the major threats to the marine ecosystem. The results will be aimed at increasing students' knowledge and awareness of their own cultural identity and at promoting the enhancement of the national submerged cultural heritage, also acquiring awareness of its environmental importance.

Canoro C. (2021) - Patrimonio Culturale Sommerso. Passaporto per il futuro. Dive in the past, Editoriale scientifica.Ricca M., Camara B., Fort R., De Buergo M.A., Randazzo L., Davidde Petriaggi B. & La Russa M.F. (2021) - Definition of analytical cleaning procedures for archaeological pottery from underwater environments: The case study of samples from Baia (Naples, South Italy). Mater. Design, 197, 1-12.Sacco F., Cevoli T., Vignola L. & Putrella D. (2015) - L’arte sotto il mare. Legambiente, 5-11.

Geosciences teaching experiences during Covid-19 emergency

Scacchetti M.*

AMI - Associazione Micromineralogica Italiana.

Corresponding email: mauscacchetti@alice.it

Keywords: Google classroom, authentic task, skills.

The last two school years were influenced by the Covid-19 pandemic spread throughout the world and consequently by the use of distance learning, that is simply defined as the process of transferring knowledge to learners who are separated from the instructor by time or physical distance. Although many teachers, educators and families prefer traditional didactic approaches rather than distance learning, the use of the last one during Covid-19 pandemic spread, forced the teacher teams to employ some interesting didactic tools and methods. My first distance learning experience in a 3^rd classroom of a 1^st grade secondary school in Reggio Emilia (Italy) related to Geosciences. The students in this school were already able to use “Google Classroom”, a widespread online course platform used by my language colleague to distribute assignments and resources in class. Learning units about Geosciences were Volcanoes and earthquakes, Geomorphic processes, Plate tectonics, Fossils and Earth geologic time, Climate changes. For every unit I developed the following steps: (1) editing of a PPT with images, relative captions and short explanations; every presentation included the request of an authentic task as homework; (2) loading of a multimedia file, by Screen cast-o-matic program, focused on the slideshow presentation; (3) preparation of homemade students’ notes on the base of the multimedia file; (4) preparation of the authentic task by every student, with problem-based learning, and its return to the teacher by Google Classroom; (5) oral discussion about the homemade notes and the authentic task during the following Meet virtual lesson with every student. Students’ assessment was performed by testing several skills (comprehension of the question, communicating, correct writing, use of scientific terms, digital competences) during the oral interviews, the administration of tests, the correction of the homemade notes and the authentic tasks. In spite of initial difficulties about Meet connections and the new didactic approaches, I positively consider this experience for the following reasons: (1) implementation of my digital competences, (2) testing of several cross-curricular European key competences like digital competences, learning to learn, sense of initiative and entrepreneurship, cultural awareness and expression in my students (Herrington et al., 2006; OECD, 2021).

Herrington J., Reeves T.C. & Oliver R. (2006) - Authentic Tasks Online: A synergy among learner, task, and technology. Distance Education, 27(2), 233-247.OECD (2021) - 21st-Century Readers: Developing Literacy Skills in a Digital World, PISA. OECD Publishing, Paris.

An italian user-friendly tool to increase awareness about causes and impacts of climate change

Senese A.*, Lombardo L., Manara V., Diolaiuti G. & Maugeri M.

Dipartimento di Scienze e Politiche Ambientali, Università di Milano.

Corresponding email: antonella.senese@unimi.it

Keywords: carbon footprint, climate change, geoeducation.

In recent decades, increasing attention has been paid to the issue of global warming and then the concept of carbon footprint has become common. Following Pandey et al. (2011) and Wiedmann & Minx (2008) the carbon footprint can be defined as the quantity of greenhouse gases (GHGs) expressed in terms of CO₂ equivalent (CO_2-eq), that are directly and indirectly emitted into the atmosphere by an individual, organization, company, process, product (including goods and services), or event within a specified boundary. Approaches based on comprehensive environmental life-cycle assessment methods are available to track total emissions across the entire supply chain. However, because consumers can influence the carbon footprints of goods and services through their purchase decisions, beside to methods that allow accurately assessing the carbon footprint of companies, organizations and cities, it is also important to develop methods that allow people estimating their own individual carbon footprint. In this case, the approach must be a user-friendly online questionnaire that can be filled in within a short time. Moreover, the questions should be easy to answer without asking for information that most would not be able to provide.

Within this context, in collaboration with Vaillant Italia Spa (the Italian office of Vaillant Group, a German company mainly dedicated to the heating, ventilation and air-conditioning) we developed an online tool for quantifying the carbon footprint that is directly and indirectly caused by an individual over a year (https://latuaimpronta.vaillant.it/). Specifically, we focused on the main and easiest to quantify sources of direct CO_2-eq emissions: gas and electricity consumption (due to heating, illumination and use of domestic appliances), transport, food and waste. By compiling the questionnaire, people can immediately observe how results change modifying their habits. In this way, our carbon footprint calculator shows in which sector people have the greatest impact, stimulating them to emit less by adopting more virtuous and more sustainable behaviors.

During these last years, we proposed our tool to several levels of students at middle school, high school and university. In addition, we compared the results obtained by middle school students with the questionnaires compiled by their parents in order to better evaluate the individual awareness.

Our online questionnaire can be considered an evaluable tool for geoeducation, since it can be linked to earth sciences, physics, chemistry, mathematics. In addition, Civics is now required at all education levels and as a cross-cutting theme; therefore, increasing the individual awareness by means of our tool can be also considered of didactic utility.

Pandey D., Agrawal M. & Pandey J.S. (2011) - Carbon footprint: current methods of estimation. Environ. Monit. Assess., 178(1-4), 135-160.Wiedmann T. & Minx J. (2008) - A Definition of 'Carbon Footprint'. In: Pertsova C.C. Ed., Ecological Economics Research Trends, 1-11. Nova Science Publishers.

Geoeducation and immersive experience: from researcher projects to student opinions

Senese A.¹, Panizza M.¹, Porta M.², Maugeri M.¹, Ambrosini R.¹, Traversa G.¹, Fugazza D.¹, Azzoni R.S.³, Bollati I.M.³ & Diolaiuti G.A.*¹

¹ Dipartimento di Scienze e Politiche Ambientali, Università di di Milano. ² Istituto comprensivo "Guido Galli", Milano. ³ Dipartimento di Scienze della Terra “A. Desio”, Università di Milano.

Corresponding email: guglielmina.diolaiuti@unimi.it

Keywords: immersive experience, geoeducation, climate change.

Laboratory and outdoor activities (e.g. field work and field trips) are considered crucial in geoeducation. Nevertheless, they are conditioned by many factors: the teachers’ attitude in organizing outdoor activities, normative and costs, sanitary emergences like the recent Covid-19, etc. Moreover, some morphoclimatic environments are less approachable than others: for instance, the high mountain and glacierized areas where field trips can only be planned from May to September (a period not very compatible with the time window exploitable for scholastic field trips), and needing a more than one day schedule. Video clips can help in presenting such fascinating environments; nevertheless, only an immersive vision allows an experience comparable with the one possible in the real world. An immersive experience is a virtual tour based on 360° contents, i.e., a video you can “explore”. This is possible thanks to 3DoF (Degrees of Freedom) experiences: standing at a fixed point, the virtual tourers can look in any direction turning their head left or right, tilting it up or down, or pivoting left and right. The University of Milan developed a virtual tour on the Forni Glacier, the widest valley glacier of the Italian Alps, using 360° contents obtained by means of an 8-sensor video camera that shoots in all directions of space (Diolaiuti et al., 2022). In order to increase the fruition of this innovative experience, we make the multimedia products usable everywhere via smartphone or tablet or by means of VR (Virtual Reality) headsets by the link https://video.unimi.it/video/forni_glacier_360/.

The 360° videos of Forni Glacier were also developed to be offered at the Italian Pavilion of EXPO Dubai 2021 and at the 2021 International Science Festival organized by La Sorbonne University of Paris by framing the QR code with always positive feedbacks.

We have been tested this innovative teaching methodology by providing the virtual experience to students of the secondary schools of first and second level and the last two years of the primary school. To these students we also proposed an online questionnaire to evaluate both their satisfaction and the effectiveness in conveying concepts and information in the field of Earth sciences. Tests represent not renounceable instruments to verify the educational and disseminative efficacy of any technology.

Here we present the results from the questionnaire and the opportunity to replicate such experience on other contexts to increase understanding and knowledge of Earth sciences.

Diolaiuti G., Maugeri M., Senese A., Panizza M., Ambrosini R., Ficetola G.F., Parolini M., Fugazza D., Traversa G., Scaccia D., Franceschini M., Citron L. & Pelfini M. (2022) - Immersive and virtual tools to see and understand climate change impacts on glaciers: a new challenge for scientific dissemination and inclusive education. Geogr. Fis. Dinam. Quat., 44, 83-93.

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