EXPLORING THE EFFECTIVENESS OF DIFFERENT GEOSCIENCE EDUCATION SETTINGS IN PROMOTING INTEREST, CONFIDENCE, AND DIVERSITY IN GEOSCIENCE

This research investigates the effectiveness of formal, informal, and nonformal geoscience education settings in fostering positive shifts in interest, confidence, and perceptions of geoscience among learners. Formal education provides structured, curriculum-based learning that builds foundational knowledge but may have limited success in engaging diverse audiences. Informal education, such as university-museum partnerships, offers valuable exploratory opportunities but can often be passive and constrained by time and resources (Clary & Moe-Hoffman 2018). Nonformal education, emphasizing hands-on, interactive, and community-driven outreach, such as demonstrations and events, has been shown to foster deeper interest and broader participation in science fields (Pekarik, Doering & Karns 1999).

This study evaluates whether the interactive, outreach-driven focus of nonformal education leads to stronger outcomes compared to the other learning settings, specifically by: 1) increasing interest in geoscience, 2) building confidence in understanding geoscience concepts, 3) challenging stereotypes of geoscience by highlighting broader career opportunities and field relevance, and 4) reaching the most diverse audiences.

At this stage, the research presents a project framework, outlining the activities conducted in each learning setting and measures drawn from the literature to assess the outcomes. This early-stage overview seeks community feedback on how this work can contribute to understanding barriers to engaging underrepresented populations in geosciences. This research aligns with the NSF-funded Leading Inclusive Transformation in Geoscience (LIT GEO) project’s mission to advance community-relevant education and broaden participation in geoscience.