Publication at Faculty of Science |
2020
Abstract
The study focuses on students' geological knowledge and the possibilities to effectively increase this knowledge. A quasi-experiment in which the pupils (year 11) were divided into two groups was prepared.
One group learned in geological exposition and the other worked with identical materials available online. Significant increase in knowledge has been demonstrated only for pupils attending the geological exposition.
The difference between the increase in the knowledge of pupils from the two groups was significant with a moderate effect. Therefore, the geological excursion can be a way of combining a popular and effective method with less popular content to achieve a better learning outcome.