Experience and interpretation in the Geosciences learning process

This research aims to analyse the data that emerged from a long path of experiences, workshops, projects aimed at schools and a varied audience, with the aim of promoting interest in Geosciences. The fragility that characterizes in many countries the process of teaching and learning Geosciences throughout the educational cycle is certainly not a surprise, even in those countries where environmental emergencies, volcanoes, earthquakes, hydrogeological instability would require an in-depth knowledge of the dangers to reduce and when possible, prevent the risks. Some data will be provided, collected in the IGEO, International Geoscience education Organisation, where I am the contact person for Italy and at IESO, the Earth Sciences Olympiad has allowed me to interact with students and teachers from all over the world and especially through the COGE Committee of geoscience education of IUGS, as head of the GEFO committee with the aim of coordinating the work of field officers in many countries of the world outside Europe. The main role of field officers is to represent and promote IUGS-COGE initiatives among geoscience teachers and educators in their country, providing professional development through interactive workshops for teachers who have elements of geosciences in their curriculum. This can be done through workshops, proposing activities that use easy-to-build tools such as the materials of the ELI-Earth learning Idea repertoire presented at GIFT, which are particularly effective for understanding basic concepts and motivating students and teachers through manipulative approaches. It is clear, however, that the training and orientation path towards studies in the field of geosciences requires a significant progression of tools and concepts, which allows us to understand concepts of complexity and uniqueness, of flows and relationships, of interconnected systems that characterize the ES The research, in agreement with the GEFO COGE, is focusing on this: students 14-18 are often involved in field activities, conferences or academic lectures, but identify and develop activities dedicated to them that can motivate and excite them, making them passionate about this field of research, aware of the importance of these issues, which, in line with the objectives and goals of the 17 Sustainable Development Goals, SDGs, which are the responsibility of geosciences, from natural hazards, to global warming, to energy transition, to strategic minerals, are a priority. Some examples will be proposed, but research requires a considerable impulse and widespread collaboration between schools, universities , and research centres, combining scientific skills of the research world with methodological teaching skills of the education one.