Attitudes of secondary school students towards geology in Spain

ABSTRACT

Background

The importance of attitudes in learning is gaining relevance among researchers and teachers and yet little research has examined students’ attitudes specifically in relation to geology.

Purpose

The aim of this study was to examine students’ attitudes towards geology and with respect to other sciences, as well as to determine the key factors that influence these attitudes.

Sample

A sample of 1.641 students in their fourth year of secondary education from five autonomous communities in Spain participated in this study.

Design and Methods

The research was conducted using a previously validated survey, specifically designed to answer the research questions of the study.

Results

The findings revealed that participants generally demonstrate more negative attitudes towards geology than with respect to other sciences. Although they do not consider it a difficult subject, they find it boring and of little interest. Demographic factors, school type or gender do not explain these attitudes: academic aspects seem to be the key to reversing this situation.

Conclusions

The findings of the present study provide some insights into the teaching of geology. For instance, geology programmes need to focus on topics in which students are interested in, and also on establishing connections between geological contents taught in the classroom and real life.

KEYWORDS:

• Geology
• secondary education
• attitudes

Acknowledgments

The authors thank Isabel Echevarría, Gurutze Maguregi, Lola Fernández and Nerea Casas for their assistance in the definition of the survey and the analysis of data. We would like to acknowledge the reviewers for their comments and suggestions that have contributed substantially to improving this work. This work was supported by the University of the Basque Country under Grant EHUA14/27.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the University of the Basque Country [EHUA14/27, GIU19/008 and PPGA20/14].