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Potential earth system science learning places in urban and peri-urban spaces.

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Bibliographic Details
Title: Potential earth system science learning places in urban and peri-urban spaces.
Authors: Ponte, Maxwell Luiz da1 (AUTHOR) maxwell.ponte@uece.br, Piranha, Joseli Maria2 (AUTHOR)
Source: Journal of Geoscience Education. 2026, Vol. 74 Issue 3, p291-304. 14p.
Subject Terms: *Earth science education, *Field research, *Nature study, Earth system science, Natural resources, Sustainable development, Cultural property, Suburbs
Geographic Terms: Brazil
Abstract: Earth Science Education is essential for sustainable development and quality of life. Despite decades of research on Earth Science Education in Brazil, the progressive degradation of the country's natural resources has intensified the demand for initiatives that promote geoscientific knowledge in diverse learning contexts, both formal and informal. One of the most effective learning models is providing access to geoscientific knowledge through direct experiences with the natural and cultural elements of the places where students live or visit. In this context, this study aimed to identify potential sites for Earth Science Education in urban and peri-urban spaces, analyze and describe them to support pedagogical and interpretive practices in these locations. The research involved document analysis, literature reviews, and field studies. The most frequently identified natural features included landform units, rock outcrops, rivers and reservoirs, urban forest fragments in parks and squares, and preserved forest remnants on hilltops and conservation units. The identified cultural and historical elements comprised socioeconomic activities related to the use of natural resources, particularly agricultural and tourism enterprises, as well as recreational and tourism activities. Among built elements, notable examples included fountains, bathing sites, monuments made from stone materials, and remnants of railway heritage. The study reinforces the potential of urban spaces as meaningful sites for Earth Science learning. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Earth Science Education is essential for sustainable development and quality of life. Despite decades of research on Earth Science Education in Brazil, the progressive degradation of the country's natural resources has intensified the demand for initiatives that promote geoscientific knowledge in diverse learning contexts, both formal and informal. One of the most effective learning models is providing access to geoscientific knowledge through direct experiences with the natural and cultural elements of the places where students live or visit. In this context, this study aimed to identify potential sites for Earth Science Education in urban and peri-urban spaces, analyze and describe them to support pedagogical and interpretive practices in these locations. The research involved document analysis, literature reviews, and field studies. The most frequently identified natural features included landform units, rock outcrops, rivers and reservoirs, urban forest fragments in parks and squares, and preserved forest remnants on hilltops and conservation units. The identified cultural and historical elements comprised socioeconomic activities related to the use of natural resources, particularly agricultural and tourism enterprises, as well as recreational and tourism activities. Among built elements, notable examples included fountains, bathing sites, monuments made from stone materials, and remnants of railway heritage. The study reinforces the potential of urban spaces as meaningful sites for Earth Science learning. [ABSTRACT FROM AUTHOR]
ISSN:10899995
DOI:10.1080/10899995.2025.2605702