scholarly journals Earth Science Education as a Key Component of Education for Sustainability

2021 ◽  
Vol 13 (3) ◽  
pp. 1316
Author(s):  
Clara Vasconcelos ◽  
Nir Orion
Keyword(s):  
Science Education ◽  
Earth Science ◽  
Sustainable Use ◽  
Education For Sustainability ◽  
Scientific Concept ◽  
Earth System ◽  
Holistic View ◽  
Earth Science Education ◽  
The Earth ◽  
Life On Earth

Environmental insight has emerged as a new scientific concept which incorporates the understanding that the Earth is made up of interworking subsystems and the acceptance that humans must act in harmony with the Earth’s dynamic balanced cycle. This Earth system competency represents the highest level of knowing and understanding in the geosciences community. Humans have an important role as participative beings in the Earth’s subsystems, and they must therefore acknowledge that life on Earth depends on a geoethically responsible management of the Earth system. Yet, the world is far from achieving sustainable development, making the role of the Earth science education in promoting education for sustainability even more relevant. The Earth system approach to education is designed to be an effective learning tool for the development of the innovative concept of environmental insight. Through a holistic view of planet Earth, students realize that humans have the ability to enjoy a sustainable life on our planet while minimising detrimental environmental impacts. There is growing evidence that citizens value science and need to be informed about Earth system problems such as climate change, resource efficiency, pandemics, sustainable use of water resources, and how to protect bio-geodiversity. By moving away from both traditional practices and traditional perceptions, environmental insight and geoethics will lead towards an education for sustainability that provides the citizens of Earth with the tools they need to address the full complexity of its urgent environmental concerns.

scholarly journals The future challenge of Earth science education research

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Nir Orion
Keyword(s):  
Science Education ◽  
Education Research ◽  
Systems Approach ◽  
Earth Science ◽  
Science Education Research ◽  
Earth Science Education ◽  
The Earth ◽  
Low Profile ◽  
The Future ◽  
K 12

AbstractThis article addresses the question of what the future directions and emphases of the research in the earth science education field ought to be. During the past 30 years, Earth science education research has established a solid theoretical foundation, as well as practical strategies and techniques, for a meaningful teaching of earth science from K-12. However, the quality of this research, and the growing need for knowledge in Earth science, have done little to improve the low profile of ESE in schools worldwide. The article posits that narrowing this disturbing gap between the educational potential of Earth science and its low profile in schools requires a holistic agenda. Such an agenda will encompass the deepening of existing research of the Earth systems approach in areas like the development of environmental insight better understanding the learning process as an embedded human instinct, which will hopefully contribute to changing the current essentialism-based teaching culture. However, it will also include new avenues of research focused on changing the attitudes of geoscientists towards their role in society and the adoption of geoethical values.

scholarly journals The International Earth Science Olympiad as a tool to enhance the profile and quality of earth science education

2019 ◽  
Vol 15 ◽  
pp. e019019
Author(s):  
Rajasekhariah Shankar
Keyword(s):  
Science Education ◽  
Earth Science ◽  
National Level ◽  
Earth System ◽  
Science Olympiad ◽  
Earth Science Education ◽  
Entrance Test ◽  
System Project ◽  
The Impact

The International Earth Science Olympiad (IESO) is a relatively new international science olympiad, having begun in 2007. Be-sides the usual written and practical tests, co-operative activities like the International Field Team Investigation (ITFI) and Earth System Project (ESP) are special and exclusive to IESO. Two problems that are unique to Earth Science education are the lack of visibility and the quality of teaching of Earth Science. In recent years, the International Geoscience Education Organisation has brought in sweeping changes in the way IESO testing is done. This paper summarises how IESO has contributed to enhanc-ing the profile and visibility and the quality of earth science education: Through national level entrance test and National Earth Science Olympiad; through publicity regarding the entrance test and related Olympiad activities; through workshops during and between IESO’s; through Mentors and Observers; through the International Team Field Investigation (ITFI) and Earth System Project (ESP); and through hosting IESO. However, efforts have to be made to further increase the impact of IESO on the quali-ty of Earth Science education by several means, including having more countries to participate in IESO.

Earth Science Education in Sudan

1999 ◽  
Vol 28 (4) ◽  
pp. 825-835
Author(s):  
Osman M. Abdullatif ◽  
Abdalla G. Farwa
Keyword(s):  
Science Education ◽  
Earth Science ◽  
Earth Science Education

scholarly journals Politics of Strata

2016 ◽  
Vol 34 (2-3) ◽  
pp. 211-231 ◽  
Author(s):  
Nigel Clark
Keyword(s):  
Climate Change ◽  
Political Thought ◽  
Earth Science ◽  
Power Source ◽  
Political Life ◽  
Earth System ◽  
Political Issue ◽  
The Third ◽  
Earth System Governance ◽  
The Earth

Modern western political thought revolves around globality, focusing on the partitioning and the connecting up of the earth’s surface. But climate change and the Anthropocene thesis raise pressing questions about human interchange with the geological and temporal depths of the earth. Drawing on contemporary earth science and the geophilosophy of Deleuze and Guattari, this article explores how geological strata are emerging as provocations for political issue formation. The first section reviews the emergence – and eventual turn away from – concern with ‘revolutions of the earth’ during the 18th- and 19th-century discovery of ‘geohistory’. The second section looks at the subterranean world both as an object of ‘downward’ looking territorial imperatives and as the ultimate power source of all socio-political life. The third section weighs up the prospects of ‘earth system governance’. The paper concludes with some general thoughts about the possibilities of ‘negotiating strata’ in more generative and judicious ways.

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