Does Physical Proximity Influence Knowledge about the Structure and Formation of Volcanoes? An Empirical Case Study at Two German Schools in Ecuador

Authors

  • Karl-Heinz Otto Geographisches Institut der Ruhr-Universität Bochum
  • Theofilos Toulkeridis
  • Dennis Edler

DOI:

https://doi.org/10.18452/22031

Keywords:

students’ concepts, process-related knowledge, volcanoes/volcanism, Ecuador, education for sustainable development

Abstract

Ecuador is characterized by the highest density of high-risk volcanoes worldwide. Does this affect students' knowledge of volcanism? This paper provides partial results of a comprehensive overall study of the knowledge of students from Ecuador about the structure and development of volcanoes/volcanism. The study used a questionnaire administered to sixth-grade students without prior formal training on volcanoes and volcanism. Twelfth-grade students also This questionnaire was also answered by high school students. In addition, the questionnaire was also presented to twelfth-graders. The results of this sub-study indicate an influence of the proximity to high-risk volcanoes on the knowledge about the formation and structure of volcanoes/volcanism.

 

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Published

November 17, 2020

How to Cite

Otto, K.-H., Toulkeridis, T., & Edler, D. (2020). Does Physical Proximity Influence Knowledge about the Structure and Formation of Volcanoes? An Empirical Case Study at Two German Schools in Ecuador. Journal of Geography Education, 48(3), 101–118. https://doi.org/10.18452/22031

Issue

Section

Research Article