About this paper

Appears in:
Pages: 4550-4559
Publication year: 2010
ISBN: 978-84-613-9386-2
ISSN: 2340-1117

Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain

STUDENTS WHO MAY STUDY GEOLOGY AT THE UNIVERSITY OF GRANADA (SPAIN): SOCIAL PROFILE AND ACADEMIC AND PROFESSIONAL EXPECTATIONS

M.L. Calvache1, C. Duque1, R. Duque2, F. Gervilla3, G. Jiménez4, M. López Chicano1, W. Martín Rosales1, S. Pla Pueyo4, A. Rodríguez5, J. Scarrow3, J.I. Soto1, C. Viseras4

1Department of Geodynamics. University of Granada (SPAIN)
2Department of Sociology. University of Granada (SPAIN)
3Department of Mineralogy and Petrology. University of Granada (SPAIN)
4Department of Stratigraphy and Paleontology. University of Granada (SPAIN)
5Ayto. Benalmadena. Computing Service (SPAIN)
In recent years there has been a dramatic reduction in the number of students signing up for the degree in Geology at the University of Granada, a school with more than 50 years of tradition. As a result of this, during the academic year 2010-2011 a group of ten professors from the Geodynamic, Stratigraphy and Paleontology, and Mineralogy and Petrology departments have joined forces with a sociologist and graphic designer to undertake a teaching innovation project. The aim of the project is to increase awareness about Geology as a degree subject and as a profession.
The initiative, in which students from the University of Granada have also participated, consisted in the design and presentation of a series of talks in high schools in the region which has traditionally been a catchment area for the University of Granada Geology students. In addition, an informative leaflet was distributed in the centres where talks were given. A key point of the study was a questionnaire designed to determine the high school students': socio-demographic profile, knowledge of geology as a profession and their opinion about the role of geology in society.
In the provisional results obtained from 328 students ranging in age from 15 to 21 (the average being 16), some 53% of which were female, the most notable finding was that of these half have not yet decided what they will study at university. Moreover, a similar proportion did not know that Geology was a degree subject at the University of Granada. It may be concluded, therefore, that our undertaking, to promote awareness of geology, may have important repercussions.
Of those surveyed, 44% stated that they knew a geologist in their social group or family and two thirds had seen a geologist in the media. Despite this, it is remarkable that three quarters of those surveyed only knew of teaching as a possible job for geologists. Significantly, almost half of the high school students would like to have more emphasis placed on geology in their Secondary Education studies.
Geology is perceived as a theoretical science by 88% of the students questioned, associated, by them, more to empirical knowledge than to the practical solution of problems. Surprisingly, over half, 60%, of those polled thought that geology was not a socially prestigious profession and a similar proportion that it was not well paid.
Natural disasters, followed by exploration and preservation of subterranean water, were the areas of geology that the students thought to be of most interest and use to society. The majority of those surveyed evaluated the talk they received positively. Strikingly, comparison of the before- and after-presentation questionnaires showed that the number of students considering Geology as a possible degree subject had quintupled.
Acknowledgements
This paper is a result of the Teaching Innovation Project 09-122, funded by the University of Granada Vicerectorate for Guaranteeing Quality. We acknowledge the participation of a group of students of Geology as well as the collaboration of a number of High Schools of the Granada, Jaén, Almería, Málaga, Córdoba, Cádiz and Murcia provinces. The departments of Geodynamics, Mineralogy and Petrology and Stratigraphy and Paleontology of the University of Granada are also acknowledged for its support.
@InProceedings{CALVACHE2010STU,
author = {Calvache, M.L. and Duque, C. and Duque, R. and Gervilla, F. and Jim{\'{e}}nez, G. and L{\'{o}}pez Chicano, M. and Mart{\'{i}}n Rosales, W. and Pla Pueyo, S. and Rodr{\'{i}}guez, A. and Scarrow, J. and Soto, J.I. and Viseras, C.},
title = {STUDENTS WHO MAY STUDY GEOLOGY AT THE UNIVERSITY OF GRANADA (SPAIN): SOCIAL PROFILE AND ACADEMIC AND PROFESSIONAL EXPECTATIONS},
series = {2nd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN10 Proceedings},
isbn = {978-84-613-9386-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {5-7 July, 2010},
year = {2010},
pages = {4550-4559}}
TY - CONF
AU - M.L. Calvache AU - C. Duque AU - R. Duque AU - F. Gervilla AU - G. Jiménez AU - M. López Chicano AU - W. Martín Rosales AU - S. Pla Pueyo AU - A. Rodríguez AU - J. Scarrow AU - J.I. Soto AU - C. Viseras
TI - STUDENTS WHO MAY STUDY GEOLOGY AT THE UNIVERSITY OF GRANADA (SPAIN): SOCIAL PROFILE AND ACADEMIC AND PROFESSIONAL EXPECTATIONS
SN - 978-84-613-9386-2/2340-1117
PY - 2010
Y1 - 5-7 July, 2010
CI - Barcelona, Spain
JO - 2nd International Conference on Education and New Learning Technologies
JA - EDULEARN10 Proceedings
SP - 4550
EP - 4559
ER -
M.L. Calvache, C. Duque, R. Duque, F. Gervilla, G. Jiménez, M. López Chicano, W. Martín Rosales, S. Pla Pueyo, A. Rodríguez, J. Scarrow, J.I. Soto, C. Viseras (2010) STUDENTS WHO MAY STUDY GEOLOGY AT THE UNIVERSITY OF GRANADA (SPAIN): SOCIAL PROFILE AND ACADEMIC AND PROFESSIONAL EXPECTATIONS, EDULEARN10 Proceedings, pp. 4550-4559.
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