**2. Theoretical outlines**

Earth Sciences are a young discipline: the theory of Plate Tectonics was processed, consolidated and shared only in the 1980s and a lot of phenomena has still to be defined and studied: new discoveries follow one another, without interruption, theories are still evolving in the field of Earth sciences, biogeology, and space science.

Precisely, because discipline is young, many areas still wait to be explored, being this an element that makes this science, even more than others, exciting and fascinating. It is well-known that Earth Sciences are a complex discipline: but the word complex should be clearly used in its real meaning, that, coming from the Latin *cum plicato*, which means bent together, not necessarily difficult. This word means, rather, a contest rich of relationships, interacting with each other in all their different components: together, they constitute a system.

In fact, as every scientific discipline, Earth Sciences consist of branches and sub-disciplines, increasingly specialized as the research progresses. It ranges from petrography, climatology, astronomic geography, soil science, paleontology, to name a few of them. Each of these disciplines, in turn, is subdivided into thousand streams and it is inevitably intertwined with other.

This is the meaning of "complexity" of Earth sciences.

strong ties to the territory. New approaches for new educational tools paths are necessary to promote this interest, basic in a country, like Italy, rich of cultural, natural, and architectural

Earth sciences are in fact a subject rarely taught in schools, being students', and even teachers', feeling strongly conditioned by the idea that Geology concerns just "stones and catastrophes." Too often, they become aware of dangers only when something dramatic happens, when the damages to people and things have already occurred—even in presence of vulnerable assets

This lack of awareness, this general basic ignorance of natural phenomena, in a brittle country as Italy is, lead to a widespread difficulty in understanding the reason of dramatic events connected to geological events. The effects are unavoidable: on the safety of buildings, on the economy, on environmental protection, and ultimately, on the quality of life. The awareness of the fragility of our planet not only leads to a greater perception of natural risks, but it is also fundamental to understand the need for a more sustainable use of resources and a greater

The research highlighted some theoretical, methodological, and practical aspects that, as correctly developed, can produce interesting effects on the teaching-learning of Earth sciences and, which is even more important, may have effects on the perception of the evolutionary

Even the strong links with the other scientific fields can be helpful to increase the growth of

Earth Sciences are a young discipline: the theory of Plate Tectonics was processed, consolidated and shared only in the 1980s and a lot of phenomena has still to be defined and studied: new discoveries follow one another, without interruption, theories are still evolving in the

Precisely, because discipline is young, many areas still wait to be explored, being this an element that makes this science, even more than others, exciting and fascinating. It is well-known that Earth Sciences are a complex discipline: but the word complex should be clearly used in its real meaning, that, coming from the Latin *cum plicato*, which means bent together, not necessarily difficult. This word means, rather, a contest rich of relationships, interacting with each other in all their different components: together, they constitute a

In fact, as every scientific discipline, Earth Sciences consist of branches and sub-disciplines, increasingly specialized as the research progresses. It ranges from petrography, climatology, astronomic geography, soil science, paleontology, to name a few of them. Each of these disciplines, in turn, is subdivided into thousand streams and it is inevitably intertwined

values, but brittle and highly sensitive to geological problems.

60 Educational Psychology - Between Certitudes and Uncertainties

attention to pollution.

dynamics of the Earth.

technical and citizenship skills.

**2. Theoretical outlines**

system.

with other.

field of Earth sciences, biogeology, and space science.

and risks close to daily life. And, often, they are attributed to Earth's anger.

It explains the complexity of the relationships, the intertwining of natural phenomena and scientific laws, shared with Chemistry and Physics' world, even more with the world of living beings; inspected connections link geological phenomena and historical events. Earth sciences are, ultimately, the true connection between the "abiological" and the biological world, the inanimate and animate one.

Obviously, it is necessary to know the constituents and the properties of these relationships: it is the lack of this knowledge that makes Earth Sciences so difficult to be understood and loved, and, but, for the "initiates," geologists, geoscientists, teachers of the discipline, enthusiasts, all that represents its charm.

Unfortunately, Earth Sciences suffer to be considered as a "derived" science, compared to experimental counterparts like Physics and Chemistry: these disciplines are in fact endowed with their own methodology and logic. They are based on a millennial history and of great theories. They are studded of illustrious scientists and Nobel prizes.

Earth Sciences are, with Biology, considered just narrative and not really experimental, by many scientists and educational researchers. In fact, some of its basic theories are considered fragile, because they are not applicable to all contexts, not repeatable which makes them unscientific for many: actually, an eruption or an earthquake is an example of this perception.

Earth sciences suffer, also, of a certain lack of sense of belonging and an inadequate pride for its knowledge. And, because of a certain rationalism and a concrete sense of priority, an epistemology of Earth sciences, necessary to support and to attribute its identity as a science, has never been developed.

The result is that Geosciences education, in terms of numbers of teachers, students taught, and perceived importance, has been lagging behind the other science disciplines for decades. This fact is harmful, if we consider that the geosciences are essential in order to know, understand, and protect our planet; they are can help to create a global perspective. Moreover, to grow an environmental awareness in young people is essential to understand that Earth is system, because, as future citizens, it will determine the quality of environment and life on our planet. Furthermore, Earth Sciences, with its wealth and complexity, its disciplinary plots and its links with many other scientific fields, constitute a remarkable tool to promote students' competences and skills.
