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Using Geo-Myths in a Classroom: Towards Creative Science Writing For

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Using Geo-Myths in a Classroom: Towards Creative Science Writing For 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. Where: Secondary (La Longa et al. EGU2013-3209) We are at present working on the material elaborated by the students, but classrooms suggesting that narratives represent an we are already able to remark: School in Velletri (Rome) INPUT QUESTIONNAIRE FINAL QUESTIONNAIRE INGRESSO 1) The activities were performed outside the school curricula and this interesting tool for science communication to convey science Do you know what radon is? discouraged the students #3 A comparison between two of the items of Myth or legend: 2) Only one group was able to participate in the final outreach event in Conosci il vulcano laziale? May organized by the INGV (ScienzAperta) with their own work (Fairy not only in an attractive and reliable format, but also in a thePlanet group)input and final questionnaires shows an Myth of Rex Nemorensis 3) Only one group was able to present a PPT to clearly show their yes NO activities in the final meeting at the museum (Hunting Earth sciences SI NO increasedgroup) awareness of the hazard of the area memorable way (Lanza and Negrete 2007; Negrete 2009; Origin: Nemi (Rome), 4) One group didn’t complete the work(Volcano rocks) Conosci le sorgenti di acque the area where you live is minerali dell'area? especially concerning the less known gas- Negrete and Lartigue 2010;) subjected to natural hazard? Nevertheless, we registered a better knowledge of the area and a Lazio, Italy hazardbetter awareness of the(radon) natural risks (Lanza and D’Addezio EGU2018 On the left: students - 9011 of the Foscolo Lyceum (Lanza 2014) SI NO in Albano can be used in a classroom to: YES NO Geo-myths participating in one of the INGV events: Just a couple of preliminary results comparing Volcano Lab for Hai mai sentito parlare di theanimali trovati morti in two survey to show that once again the • Attract pupils’ attention, raising discussion of how FINALE children last Dec. Theprossimità di acque, torrenti o experience stimulated their creativity: towards creative writing collaborationdi moria di pesci nei laghi with INGV was the only way to (2017-2018) acquireDo you know what radon is?dell'area in cui abiti?awareness of the risks of the area the science today explains what myths tried to without #3 Typology: transforming students inhabit #3 The picture shows one of the slides SI NO prepared by the students to tell the story of the scientific knowledge. myths in fairy tales for YES NO Ninfa Egeria in the form of fairy tale to primary • Raise interest and awareness of the territory in children (creative writing) school children. The flower is the way students which they live. Where: Secondary school avoided the concept of death, re-writing the • Help them to get in contact againwith nature School in Albano (Rome) myth. I materiali espulsi possono essere usati nella vita quotidiana • Myth or legend: The major difficulty students encountered: per costruire oggetti, utensili e costruire abitazioni PromoteGeo-ethics (Lanza EGU2014-14120) Basolato: per costruire le strade gli antichi romani usavano i basoli lastre di Romolo and Remo Students found difficult to trace back the links between roccia di origine vulcanica o • Boost their creativity. There are several studies calcarea. (Orgin: Rome); Nymph ancient myths and the geology of the area. #1#2#3 suggesting that taking pupils out of the classroom Egeria (Origin: Ariccia, and working in an outdoor environment for part of Rome, Lazio, Italy) Andiamo tanto ma proprio tanto indietro nel tempo their time in school can foster their creative (Lanza and D’Addezio development (Davies et al. 2013); Geo-myths ga ve us 2020) Ascanio figlio Di Enea la fondò nel 1152 this opportunity. a.C..
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