Using geo-myths in a classroom: towards creative science writing for scholars Tiziana Lanza Istituto nazionale di Geofisica e Vulcanologia Rome Italy
[email protected] Geo-myths in science communication Results 2 IV class students There is a longstanding and intimate relationship between Data La Longa - TheyCrescimbene enjoyed the experience myths and the Earth. Myths represent human beings in (2009) Typology: Geo-myths + #1 Students enjoyed especially childhood when a primitive language made of symbols #1 the science theatre experience. In Science theatre transmitted the wisdom necessary to live in harmony with light blue the percentage of the nature. An American geologist , D. Vitaliano, coined the term Where: Primary School students who surely appreciated “geo-mythology” to indicate a new discipline based on the in Rome the experience idea that myths can be explained in terms of actual geological Myth or legend: events witnessed by various group of people (Vitaliano Legend of Colapesce They learned about the geology and became aware of the 1973). Origin: Messina, Sicily Wehazard note of thethat territory the 93 where per cent they live Since myths are a type of narrative, they have a structure Italy) (Lanza et al 2014) of#2 theA start studentsup questionnaire haveadministrated a good after familiar to most people. Today the narrative mode is #2 (2010) seismicthe training knowledge,activity of group whileA (experimental considered to be a reliable way to express and transmit onlygroup), theand 7to perthe centgroup seemsB (control togroup) information complementary to paradigmatic cognition Typology: Geo-myths+ haveshowed acquiredhow poor was a theseismicprior knowled risk ge of (Bruner 1990; Cohen 1989;) Empirical studies based on Open air museum Nemi Lake area and the project is an cognitive theories have recently been conducted also in awarenessopportunity and exclusive means to acquire it.