Short- and long-term effects in the school system of a research immersion experience for science educators: An example from ANDRILL (Antarctic Geological Drilling)

Cattadori, M.; Florindo, Fabio; Rack, Frank R

doi:10.1130/ges00678.1

Cited by 5 publications

(5 citation statements)

References 9 publications

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“…Finally, it may be useful to compare the longer term outcomes for those immersed in research programmes as educational ‘guests’ such as those in the ANDRILL project (Cattadori and others 2011), those immersed in the university programmes and those immersed, as critical and reflective participants, in the tourism experience. It might be important to examine the influence on later outcomes of the material provided by tour operators and to explore how this material enhances the educational experience.…”

Section: Discussionmentioning

confidence: 99%

“…It should not be surprising that these formal opportunities exist given the strong science foundation of human activity in Antarctica, but also the central role of field experience in so many academic disciplines (see Cattadori and others 2011). Benefits for students of field experience include the possibility of examining phenomena as they are occurring on site, developing skills and abilities in an integrated fashion, and obtaining deeper learning through a stronger affective and cognitive link (for example Kent and others 1997; Boyle and others 2007).…”

Section: Introductionmentioning

confidence: 99%

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Exploring post-course outcomes of an undergraduate tourism field trip to the Antarctic Peninsula

et al. 2013

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A small number of educational programmes for university students include field experience in Antarctica. These programmes contain a range of educational objectives, approaches and academic assessment related to the field component and the intended on-site learning for students. However, it is possible that the onsite experiences of students in these programmes have an influence on later decisions and behaviour beyond the course itself in the years following participation. This paper investigates the possibility of such influence for students who participated in ship-based tourism field trips to the Antarctic Peninsula and adjacent locations (South Georgia, the Falkland Islands, and South Shetland Islands) and explores whether students link their participation to particular postcourse outcomes. It examines how participants report being affected by a trip to the Antarctic Peninsula, particularly in terms of later decisions regarding learning, professional lives, and environmental behaviour. Influences noted by respondents include effects on choices made in relation to academic pursuits and career paths, as well as development of their environmental values through increased awareness of tourism impacts, Antarctic region sustainability issues, and global issues such as climate change.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring post-course outcomes of an undergraduate tourism field trip to the Antarctic Peninsula

et al. 2013

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“…The method suggested to the participating teachers was based on a research model called ' Action Research', in which the teachers become the main players in the practice of education and teaching. The method has been described [Ebbutt 1985, Cattadori et al 2011] as a systematic study of attempts to improve educational practice by groups of participants, by means of their own practical actions, and by means of their own reflection upon the effects of these actions.…”

Section: Methodsmentioning

confidence: 99%

Spread of endemic disease and global change in an educational project: proposition of relationships developed in a twin partnership

Viale

Ferrero

2012

Annals of Geophysics

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The sudden event of the spread of dengue fever (or break-bone fever) that appeared for the first time in Cape Verde in 2009 revealed that inappropriate management of waste can be considered a major cause of the spread of this disease. Dengue fever is a tropical infectious disease that is caused by the dengue virus. Its vector, the mosquito Aedes aegypti, found an optimal environment for its life cycle in the context of Cape Verde, with the persistence of water in abandoned waste objects. The connection between the topics of Earth sciences and the spread of this disease is not obvious, but it was explored and illustrated in a school partnership. Activities with pupils and students provided an opportunity to investigate how some global phenomena, like climate change (with an increase in local rainfall and higher temperatures), are related to local events, such as the spread of dengue fever. Preventive strategies are conditioned by the geomorphology of the territory and by the complex relationships that connect the geosphere and the biosphere. For this reason, it is important to be aware of the risk of breaking these delicate balances, and hence activating unexpected consequences. The roles played by both partners linked knowledge about the natural dynamics of our planet with the development of appropriate behavior, thus contributing to the formation of responsible citizenship, to preserve and protect the environment. The partnership encouraged students to develop sustainable management strategies against dengue fever, and consequently against waste, actively involving them at school, at home, and in their community. In this study, we present a case study of the role of a school partnership in a complex problem, such as the spread of dengue fever and environmental pollution.

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“…While in Antarctica, ARISE participants were not only full members in the scientific activities but they also maintained a regular link to their home countries through blogs, video-and audio-conference links through which they were able to include a large community of school and wider community members in the scientific journey. While "on ice", ARISE participants also worked on a series of activities and exercises to bring back to educational forums and bring alive the challenges of the science at different levels (Dahlmann, 2008;Huffman et al, 2009;Cattadori et al, 2011). Unlike previous immersion programmes (e.g.…”

Section: Outreachmentioning

confidence: 98%

‘Late Neogene chronostratigraphy and depositional environments on the Antarctic Margin: New results from the ANDRILL McMurdo Ice Shelf Project’

Wilson¹,

Naish²,

Powell³

et al. 2012

Global and Planetary Change

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Short- and long-term effects in the school system of a research immersion experience for science educators: An example from ANDRILL (Antarctic Geological Drilling)

Cited by 5 publications

References 9 publications

Exploring post-course outcomes of an undergraduate tourism field trip to the Antarctic Peninsula

Exploring post-course outcomes of an undergraduate tourism field trip to the Antarctic Peninsula

Spread of endemic disease and global change in an educational project: proposition of relationships developed in a twin partnership

‘Late Neogene chronostratigraphy and depositional environments on the Antarctic Margin: New results from the ANDRILL McMurdo Ice Shelf Project’

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