Abstract:

In recent years, an increasing interest has emerged in designing innovative educational approaches to enhance students’ engagement in Science, Technology, Engineering, and Mathematics (STEM) courses. Recognizing the need for immersive and experiential learning, educational seismology emerges as a promising avenue, intending to captivate students’ interest and foster a profound understanding of scientific principles by involving them in the analysis of real-time seismic data and hands-on activities. This study delves into the transformative effects of integrating educational seismology into the curriculum and investigating its impact on students' attitudes toward STEM disciplines within the framework of a European Erasmus+ research project.

As a pivotal component of this initiative, an open-access educational seismograph network was established, featuring approximately 100 seismographs installed across several European countries. This expansive network not only provides global, real-time seismic data but also grants access to a vast database containing information on earthquakes recorded throughout its lifespan. Capitalizing on the network’s capabilities, a series of educational seismology activities were developed. These activities were designed to align with national educational standards, following modern educational approaches while fostering hands-on experiences (e.g., analysis of seismic data for calculating the epicenter of an earthquake, building your own seismometer, etc). Recognizing the significance of effective implementation, the project's consortium initiated a specialized training program to equip secondary education teachers with the essential skills and knowledge for the successful integration of these activities into their classrooms.

Throughout the project, approximately 1500 students, ranging from 12 to 18 years old representing five Mediterranean countries, were actively engaged in the implementation of the educational seismology activities. Employing a mixed-methods research design, this study investigates the impact of these activities on students' attitudes toward STEM. Quantitative data, extracted from standardized pre- and post-surveys adopted from the literature, served as a crucial component in measuring changes in their intrinsic motivation, self-efficacy, and civic responsibility. Additionally, qualitative reports compiled after the implementation phase by participating teachers offered valuable insights on the experiential aspects that influenced the observed changes in students' attitudes.

Preliminary findings reveal a positive shift in students' attitudes toward STEM after their engagement with educational seismology activities and utilization of actual seismic data, with statistically significant changes observed in all three aspects: intrinsic motivation, self-efficacy, and civic responsibility. Furthermore, findings indicate that the type of activities students follow during the project does not have an effect on their attitudes toward STEM but may influence competences like problem-solving and interdisciplinary thinking skills.

In conclusion, this research contributes to the ongoing discourse on innovative pedagogical practices and their impact on students' attitudes toward STEM. By uncovering the potential of educational seismology, this study aims to inspire educators to adopt dynamic and interactive approaches that not only convey knowledge but also instill a lasting interest for STEM subjects.

Keywords:

Educational Seismology, STEM attitudes, Seismic data.