Pre-service teachers' attitudes in planning and scheduling geofield trips at secondary school level

Matteo Sturani (*), Paola Parravicini (**) & Manuela Pelfini (*)
(*) Università degli Studi di Milano, Dipartimento di Scienze della Terra "A. Desio". (**) Università degli Studi di Milano, Dipartimento di Scienze Giuridiche "C. Beccaria". Corresponding author e-mail: matteo.sturani@unimi.it

To fieldwork and field trips has been recognized a crucial role in learning Geoscience. Nevertheless, planning and technical difficulties accompany the realization of field activities; among these there are the teachers’ propensity to approaching Geoscience in the field. Here we present the results of a research carried out in the frame of the TFA 2nd cycle (University of Milan). The main goals were to teach participants how and when to plan field trips in Earth Science secondary level year schedule and to investigate their teaching approach in the field. The results show that a traditional teachers-centered approach to field didactics dominates the data set and that their ability in field trip planning seems to depend on their previous experience as students. The sites selection confirms the great potential that the Italian territory expresses in terms of field trip variety and feasibility.

Geoscience, field trip, education, teaching approach, teachers' training, landscape.