Teaching Geoheritage Values: Implementation and Thematic Analysis Evaluation of a Synchronous Online Educational Approach

Abstract

The purpose of this article is to present the results of an environmental education program on “Storm-Tossed Sea Rocks in Pelion Seaside” designed for junior high school students and implemented as a synchronous online educational approach and main and with a main goal to empower students to the values of geoheritage. In order to examine the effectiveness of the program and in particular the achievement of the objectives that encourage the development of values, the research question was identified as to whether the implementation of the environmental program achieved the empowerment of students in geoheritage values. In order to answer this question, we implemented a rather unusual technique to evaluate the educational procedure, which was based on the qualitative research technique of thematic analysis. This technique was selected as the most appropriate in order to “mine” conceptual patterns, the analysis of which would, in a valid, reliable, and simultaneously easy to use and quick way, inform the teachers that the values of geoheritage were disseminated to the students through the program. Thus, four-question interviews were conducted with randomly selected students who participated in the program. The data were examined and conceptual patterns were identified which were classified in eighteen codes. The codes were divided into five categories, the analysis of which led to the answer to the research question. Thus, it was found that the implementation of the environmental program achieved the empowerment of students in geocultural heritage values. The development of feelings of environmental sensitivity has also been seen, which suggests further investigation is needed. It was concluded that for the students, the given educational approach was necessary as well as cognitively, pedagogically, and emotionally beneficial; therefore, the need to enrich the curricula of environmental education/education for sustainable development with issues of geodiversity and geocultural heritage is justified. Finally, what was ascertained is that the thematic-analysis-based evaluation technique of the educational procedure, which was implemented, provided the teachers with the requested information, and it is recommended as an evaluation technique of educational procedures which aim at empowering students on values—even for daily use in school.

How Greek Students Perceive Concepts Related to Geoenvironment: A Semiotics Content Analysis

“…This orientation in the development of perceptions and values in students showed teachers that such a diagnostic assessment technique should be followed which can deepen students' perceptions and knowledge and provide the necessary information to teachers to shape and properly implement the program in order to promote the empowerment of values in students. The latter instructed teachers to follow a similar assessment technique and process to that of Georgousis, Savelidi, Savelides, Holokolos and Drinia (2021) [50,71].…”

“…A recent study, one which investigated the understanding of geocultural heritage and the relative values of lower secondary school students (gymnasium) and university students, found that in contrast to the aesthetic value perceived by the participants and the importance they attach to cultural, anthropocentric, utilitarian and economic values, participants understand geological value to a moderate degree, and ecological, ecocentric and intrinsic values to a fairly low degree [47]. This is why, in the Greek school reality, the design and implementation of geoenvironmental education programs for lower secondary school (gymnasium) students is promising in the aims of empowering their geocultural values [49,50].…”

Geoeducational assessments in Khon Kaen National Geopark, Thailand: implication for geoconservation and geotourism development

“…Data was collected from academic activities (2020–2022), which consist of the Development and Promotion of Science and Technology Talents (DPST) program mefrom the Kaennakhon Witthayalai School (10 persons), Earth Science Olympiad (ESO) Camp of Northeastern Center of Thailand (approximately 100 persons), Special Project of Bachelor Students (2 persons), Independent Study of Master Student (1 person), Preparatory Camp for Developing Junior Geologist of Department of Geotechnology (approximately 200 persons), and a virtual field trip, the Geoexplosive camp 2022 (online) for high school students from all over Thailand (30 persons). These activities were set a particular teaching method that was cognitively, educationally, and emotionally beneficial to students similar to geoeducation in Greece ( Georgousis et al., 2021 ) and Portugal ( Henriques et al., 2022 ). Therefore, the need to strengthen sustainable geoeducation issues related to environmental education, geodiversity, and geocultural heritage is justified.…”

Insights from Finnish Experts on the Construction Practices and Future Prospects of Cross-Laminated Timber (CLT)

“…In the qualitative investigation, the thematic evaluation technique was designated as the predominant mode of assessment, as observed in numerous instances [78][79][80]. This approach involves the systematic grouping, exploration, and systematic categorization of themes within the data.…”