To the non-specialist, the concept of geological natural hazard usually refers to natural processes affecting the geosphere that produce far-reaching and intense effects, involving significant transfers of matter and energy, in a relatively short time when compared to the human timescale. Usually, these processes are also associated with abrupt and destructive effects involving human activities and lives. From the geoscientific point of view, slower and more gradual processes, which produce small scale effects, can also pose a hazard, for example when the process results in the loss of scientific information or in the destruction of evidence of past events that cannot be reproduced, such as those related to the history of life, or when spectacular examples of particular aesthetic value are destroyed. Only widespread education and good quality communication, both rigorous and effective, can increase people's awareness and sensitivity to the need for protection of the geological heritage and for adopting geoethic attitudes. This paper presents some case studies in the Piedmont region (NW Italy) that involved students of primary and secondary schools in an active and participatory way and that represented a training opportunity for their teachers.

Natural hazards and geological heritage in Earth science education projects

E. Ferrero;A. Magagna
2015-01-01

Abstract

To the non-specialist, the concept of geological natural hazard usually refers to natural processes affecting the geosphere that produce far-reaching and intense effects, involving significant transfers of matter and energy, in a relatively short time when compared to the human timescale. Usually, these processes are also associated with abrupt and destructive effects involving human activities and lives. From the geoscientific point of view, slower and more gradual processes, which produce small scale effects, can also pose a hazard, for example when the process results in the loss of scientific information or in the destruction of evidence of past events that cannot be reproduced, such as those related to the history of life, or when spectacular examples of particular aesthetic value are destroyed. Only widespread education and good quality communication, both rigorous and effective, can increase people's awareness and sensitivity to the need for protection of the geological heritage and for adopting geoethic attitudes. This paper presents some case studies in the Piedmont region (NW Italy) that involved students of primary and secondary schools in an active and participatory way and that represented a training opportunity for their teachers.
2015
Geoethics: the Role and Responsibility of Geoscientists
Geological Society of London Publications
419
149
160
http://sp.lyellcollection.org/content/419/1/149
natural hazard, geoethics, geoscience education
E. Ferrero; A. Magagna
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1508407
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