MINERAL EVOLUTION: A REVIEW OF THE LITERATURE & EDUCATIONAL IMPLEMENTATION

Mineral evolution is an influential topic in the mineralogical research and teaching communities. Mineral evolution encompasses the idea that mineral species increase in diversity, abundance, and complexity over the formation of a terrestrial body. Earth is a unique mineralogical specimen, having almost 5000 different mineral species. Only about 1500 of these can be explained by geochemical or geophysical processes, even on a hydrous and tectonically active planet like Earth. Current evidence indicates the remaining 3500 species must be due to an oxygenated atmosphere from life, or other biogeochemical processes (Hazen et al., 2008). The study of mineral evolution provides new ways to categorize minerals, use minerals as biosignatures, classify terrestrial bodies, and study mineral systems. This adds another layer to mineralogy, and with that how it should be framed and taught (Hazen et al., 2008).

Current science curriculum standards for the K-12 grades include teaching geologic time and origins of life (Georgia Department of Education, 2019). The proposed teaching of mineral evolution provides a connection between biotic and abiotic processes for K-12 students. Additionally, mineral evolution is proposed to be added to collegiate mineralogy courses, ideally at the end of the course after students are familiar with compositions and origins of minerals. This approach somewhat differs from current approaches wherein instructors have taught mineralogy in chronological order of discovery or, most commonly, by their chemical composition, crystal structure, and petrogenesis. The University of Arizona, American Museum of Natural History, and other notable educational institutions have added mineral evolution to their courses/exhibits. We are working with Tellus Science Museum on their Annual Mineral Symposium in 2023 to organize discussions on mineral evolution and its educational implementation. This will provide insight from leaders in mineral evolution research, instructors, and students to discuss effective conveyance of concepts. A future work will summarize these findings.