New Perspectives in Science Education

In today's increasingly scientifically and technologically advanced society, there are many raw materials employed in our daily lives. Without them, our quality of life would be seriously compromised. From another perspective, the exploitation of these resources is crucial for leveraging their own scientific and technological development and thus also enabling social and economic development. On the other hand, the world's population is growing, and at the same time, complex societal issues are rising, creating a greater need for the consumption of mineral resources and, consequently, the demand for (new or other) resources that can be exploited. To mediate these dimensions - scientific, technological, social and economics - geoethics, as an interdisciplinary approach and emergent scientific field, could contribute to a better, integrated, and ethical relationship between the humans and the Earth, bringing a more holistic view of the societal issues discussed. To reflect on the need to teach geoethics, particularly in higher education, the educational resource “Can we dare say modern society does not need mineral raw materials?” - developed by the GOAL (Geoethics Outcomes and Awareness Learning) Erasmus+ Project - was applied on a convenience sample. It was comprised of 12 graduate students of the master’s course “Education for Sustainability”, distributed into five groups, following the case-based learning methodology. Additionally, students were asked to identify some key competencies for completing the resource. Data were obtained through content analysis supported by the interpretation of students’ writings.  After analysis, and considering the competencies developed during the educational resource, all groups considered that improved their system-thinking and interpersonal competencies. Moreover, strategic competency was addressed by three groups and anticipation competency was also mentioned by one group. When asked what the consequences of an incorrect dissemination of mining procedures by all actors involving in the mining process, the students stated that nontransparent communication potentially perpetuates the ignorance within the population (n=10). In relation to how important is the mining process dissemination given by the mass media to inhabitants, the responders consider that the media play a crucial role in the dissemination of information, which has to be imparted impartially and on a scientific basis so that citizens can form grounded opinions (n=10). The students also advocate ways of how to minimize and mitigate the negative impacts in environment and local communities as environmental (n=8) and socioeconomical impact studies (n=5). A list with a plan of rehabilitation based on environmentally and socially sustainable standard elements and management systems in a mining site was asked and the students answers included: landscape requalification (n=10), exploitation for geoeducational purposes (n=5) and geotourism initiatives (n=8). 

Keywords: Geoethics, Georesources, Higher education, Society.