MISCONCEPTIONS AMONG US: INSIGHTS FROM INFORMAL KARST LEARNING ENVIRONMENTS

Karst terrains are interconnected, fragile environments that possess water, mineral, and fossil fuel resources, as well as unique features, such as caves and springs. Yet, anthropogenic karst disturbances are commonly overlooked because of the poor dissemination of scientific information to the general populace and policymakers, and are compounded by budgetary and time constraints of municipalities curtailing or ignoring enforcement of karst regulations. By aiming educational efforts pertaining to the vulnerability and interconnectedness of karst terrains at adult visitors to show caves, wherein millions of visitors worldwide encounter karst landscapes annually, it may be possible to mitigate karst and similar environmental and geological management shortcomings. However, through archival research, personal communication, the distribution of an electronic survey, and field-based research, a large body of data was collected that indicates the existence of multiple misconceptions about educational pursuits in informal learning environments which are hindering the pursuit of appropriate geologic education worldwide. For instance, although karst-specific educational endeavors are seemingly abundant, over 54 percent of educational pursuits focus solely on caves, not karst terrains. Furthermore, educational programs for children far outnumber the quantity of programs available to adult learners, the quantity of educational opportunities does not correlate with the amount of karst in region, access to academic resources for the development of learning tools does not guarantee proper use of said resources, and operators of most tourism facilities have no idea whether visitors’ understanding is enhanced as a result of guided tour experiences. Lastly, amongst other misconceptions, data reveal abundant disconnects between the actuality of informal karst program characteristics and tour guide and manager opinions about education. So, although these results specifically pertain to karst terrains, this body of data is alarming in that it reveals scientists and education advocates are likely unknowingly misinformed about educational pursuits related to a variety geologic environments, and, therefore, our efforts may be misguided and measures of success erroneous.