A combination of field trip, laboratory analyses, use of digital tools and literature review as a pedagogic strategy for student research projects

A field trip is a valuable resource for geoscience teachers, especially when an important landscape is located near the school. The mining district of Cartagena-La Unión (SE Spain) can be a natural laboratory where geological resources, mining heritage, environmental impacts, and renewable energy infrastructure coexist. This work presents different interdisciplinary  student research projects developed in upper secondary education (ages 16–17) preceded by a field trip to this area, which provided lots of information, everything connected with the contents of the subject “Biology, Geology and Environmental Sciences”.

The activity begins with a field excursion to this mining site during which students make direct observations of geological structures, metallic mineralisations, mining remains and waste deposits, landscape transformation, vegetation adapted to metal-rich and water-limited soils, and a wind farm located along the mountain crest. During the visit, students could take some soil and mine waste samples, take photographs, follow maps and observe human impact in the landscape. With this activity, students see for themselves how geology, human activity, and the environment are all connected. 

Back in the school all the observations are the basis for their own investigations. The class is composed of 27 students divided into 7 groups that develop specific topics: mining resources (rocks and minerals), mining landscape and environmental impact, plant adaptations, wind energy, sediment and nutrient transport, biochemical cycles, and the effects of mining runoff on nearby coastal ecosystems. Apart from fieldwork, their research continues with activities that combine laboratory practices, use of digital tools, literature review and data discussion. With all the results obtained in the field, laboratory and bibliographic research, they produce scientific posters, interactive presentations and infographics that allow them to explain and expose their findings and share them to the rest of the class and to other students at school.

This way of teaching and learning encourages the students to be more interested in geosciences. It helps them to understand the relationship between geological resources, human activities and their environmental impact, sustainability and biological systems found in these landscapes. Beginning a class project with direct observation in the field will always facilitate and motivate students to investigate as we have proved with this activity.