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This study aims to assess the knowledge of geology and sustainability among 14- and 15-year-old secondary school students in Spain and to evaluate the effectiveness of active experiential methodologies in improving academic performance in these subjects. Involving 132 students, we used pre-test and post-test questionnaires for data collection, with both control and experimental groups. Our findings showed that integrating Earth history, the Sustainable Development Goals (SDGs), and public speaking enhances scientific literacy by fostering problem-solving and interdisciplinary understanding. The study highlights the importance of integrating scientific methods, revealing a preference for experimental approaches over traditional methods among students; however, when the results are analyzed independently by topic, similar results are obtained with active and traditional teaching methodologies. Therefore, a holistic and flexible approach not only meets the requirements of modern curricula but also helps students address complex global challenges.

In this study, coastal scenic beauty was assessed at 29 sites at São Miguel, which is one of the Azores Islands, i.e., a group of remote volcanic islands in the North Atlantic Ocean. The assessment was based on in situ observations and the use of the Coastal Scenic Evaluation System (CSES), which consists of a checklist with 26 physical- and anthropic-weighted parameters and the Fuzzy Logic Approach (FLA) mathematical tool. The study sites were classified into five classes according to their typology and their scenic value, ranging from Class I (natural sites of great scenic beauty) to Class V (unattractive, urbanized sites). Concerning beach typology, 13% were remote, 28% rural, 28% village, and 31% urban. Concerning scenic beauty, 10% of the sites belonged to Class I, 14% to Class II, 17% to Class III, 31% to Class IV, and 28% to Class V. The physical parameters were linked to the characteristics of the geological volcanic landscapes, and the anthropic parameters essentially reflected the presence of tourism and public services. The results of the assessment provide a scientific basis for developing a management strategy for the preservation and conservation of the coastal areas and their sustainable development.

The Messinian Salinity Crisis is considered as one of the most influential Cenozoic events that impacted negatively on the benthic fauna of the Mediterranean area. Changing environmental conditions, including a sharp reduction of water exchange between the Mediterranean Sea and the Atlantic Ocean, altered the geographical ranges of many organisms, including sponges (Porifera). Here, we report a unique assemblage of isolated sponge spicules from the upper Miocene of southwestern Spain. The newly recognized sponge fauna was inhabiting the Guadalquivir Basin—the corridor between the Mediterranean and the Atlantic Ocean at that time. It represents a taxonomically rich sponge community that consisted of members of “soft” and “lithistid” demosponges and hexactinellids. Demosponges are represented by at least thirty-four taxa, while hexactinellids are significantly rarer; only six taxa have been identified. From among eighteen taxa recognized to the species level, at least eight seem to be inhabiting this area to these days; six are recorded from adjacent areas, such as the Western Mediterranean, South European Atlantic Shelf, and the Azores, and three are present in the Red Sea and/or the Northern Atlantic. Intriguingly, some taxa seem to have their closest relatives in distant areas, such as the Indo-Pacific and Japanese waters which suggests that the range of some once widely-distributed populations shrunk after the isolation of the Mediterranean and the Messinian Salinity Crisis, surviving to the present day only in refugia.

[EN] This work presents the singular case of Nueva Tabarca island (SE Spain), which is an excellent example where stone-built monuments and historical quarries greatly enhance the geoheritage interest of this site. This small western Mediterranean island brings together a rich, diverse geological record and a baroque architectural heritage represented by a fortified village. The geoheritage constitutes the bedrock of the historical and architectural monuments. In addition, though, the building stones can be used to interpret the litho- and bio-facies, which provide significant geological knowledge to better understand the island’s geosedimentary history. Furthermore, the diverse settings of the building stones allow a didactic and integrated reading of the erosional processes that can affect these stones. In short, architectural heritage becomes an alternative tool to study geology and promote geoheritage. The characterization and inventory of the local geoheritage has allowed us to propose a geotourism route of ten sites of special interest. The sites were selected due to their relevance showing the geological context, the building stones used in the architectural heritage, and the conservation state and the weathering processes that affect rocks. This paper evidences that geosites can be of special significance, particularly in geotourism, precisely due to their huge potential to connect heritages of varied natures. The closer the links between geology, history, and architecture, the more people will be interested in and concerned about geoheritage.

Recorrido virtual para conocer los secretos geológicos de la ciudad de Alicante. En colaboración con el Ayuntamiento de Alicante, la Universidad de Alicante presenta una ruta que se iniciará en el Castillo de Santa Bárbara, transcurrirá por el parque de la Ereta, las laderas del Monte Benacantil, la plaza de la Iglesia de Santa María, el paseo de la Explanada y finalizará en playa del Postiguet. Durante este recorrido online, profesorado y estudiantes de la UA te acompañarán con explicaciones sobre el patrimonio geológico de Alicante con un enfoque científico y divulgativo. Una iniciativa que pretende mostrar cómo la Ciencia está presente en cada detalle de nuestro día a día, en este caso recorriendo el núcleo urbano de la ciudad de Alicante.

Se trata de una experiencia de innovación educativa interuniversitaria dirigida al alumnado del segundo curso del Grado de Ciencias del Mar de la Universidad de Alicante. Esta actividad, no sólo promueve la interacción entre dos Universidades (Alicante-Vigo), favoreciendo las relaciones interuniversitarias, tanto entre el profesorado como alumnado de ambas universidades, sino también fomenta el intercambio de experiencias y conocimientos en innovación docente entre ambas instituciones. Se trata de una acción en la que se aplica una metodología basada en el aprendizaje activo (Learning by doing) y cooperativo. La puesta en marcha de esta actividad permitirá la adquisición por parte del alumnado de competencias específicas complementarias a las adquiridas en las asignaturas implicadas en la actividad transversal. Esta actividad se ha desarrollado sin ningún impedimento durante 8 cursos académicos consecutivos, lo que muestra el interés por parte del profesorado y del alumnado de mantener la actividad. Sin embargo, durante este último curso académico, debido al confinamiento, no ha sido posible desarrollar la actividad en sí, pero si se ha mostrado la voluntad del alumnado en participar, siendo casi el 100% de los alumnos de segundo curso del Grado, los inscritos en el programa ContiUA.

La Geoyincana Alicante es una actividad que se realiza anualmente desde el año 2012 en la que han participado casi 10.000 estudiantes de 4º de la ESO y 1º de Bachillerato. Se desarrolla en un itinerario de algo más de 2 km en el que se alternan paradas con explicaciones directas y pruebas de destreza e ingenio al aire libre. En este trabajo se analizan las siete actividades en las que el aprendizaje se basa en juegos: la carrera del Tiempo Geológico, superposición estratigráfica humana, pictionary geológico, en busca de fósiles, geoselfi geomorfológico, geomimic e historia geológica: el enigma final. La actividad alcanza cada año su objetivo principal que es acercar la Geología a estudiantes y profesorado de una forma atractiva, utilizando las actividades de campo como recurso principal. La evaluación realizada al alumnado y profesorado muestra la valoración positiva de las pruebas basadas en juegos y su idoneidad para comprender mejor los conceptos de geología. A pesar de su carácter extracurricular, la actividad favorece la consecución de objetivos del currículo oficial, ya que favorece la participación activa, el trabajo en equipo, el conocimiento sobre la geología local, la motivación por la ciencia y, en general, el interés por el estudio de la Geología., The Geogymkhana-Alicante is a game-based learning activity carried out annually since 2012. During these years around 10,000 students of secondary school (fourth year of the Compulsory Secondary Education and the first year of Bachillerato) have attended Geogymkhana-Alicante. It consists of a 2 km-long walking trip that combines direct explanations and outdoor skill and ingenuity games. In this paper, we analyse seven of the game-based learning activities of Geogymkhana-Alicante: the geological time race, the human stratigraphic superposition, geological Pictionary, find fossils, the geomorphological geoselfie, geomimic, and geological history: Final Enigma. Each year, these games achieved their main goal: to bring geology to students and teachers in an attractive way using field activities as main resource. We performed a quantitative survey to students and teachers. This survey showed a positive approval of the game-based learning field activities, and their suitability to better understand geological concepts. Despite its extracurricular nature, the activity helps to achieve several objectives of the official curriculum, as it favours the understanding of geological concepts, the knowledge of local geology, teamwork, active participation, and motivation for Geology and Science in a broad way.

The Lorca and Fortuna basins are two intramontane Neogene basins located in the eastern Betic Cordillera (SE Spain). During the Late Tortonian—Early Messinian, marine and continental evaporites precipitated in these basins as a consequence of increased marine restriction and isolation. Here we show a stratigraphic correlation between the evaporite records of these basins based on geochemical indicators. We use SO4 isotope compositions and Sr isotopic ratios in gypsum, and halite Br contents to characterize these units and to identify the marine or continental source of the waters feeding the evaporite basins. In addition, we review the available chronological information used to date these evaporites in Lorca (La Serrata Fm), including a thick saline deposit, that we correlate with the First Evaporitic Group in Fortuna (Los Baños Fm). This correlation is also supported by micropalaeontological data, giving a Late Tortonian age for this sequence. The Second Evaporitic Group, (Chicamo Fm), and the Third Evaporitic Group (Rambla Salada Fm) developed only in Fortuna during the Messinian. According to the palaeogeographical scheme presented here, the evaporites of the Lorca and Fortuna basins were formed during the Late Tortonian—Early Messinian, close to the Betic Seaway closure. Sulphate isotope compositions and Sr isotopic ratios of the Ribera Gypsum Mb, at the base of the Rambla Salada Fm (Fortuna basin), match those of the Late Messinian selenite gypsum beds in San Miguel de Salinas, in the near Bajo Segura basin (40 km to the East), and other Messinian Salinity Crisis gypsum deposits in the Mediterranean. According to these geochemical indicators and the uncertainty of the chronology of this unit, the assignment of the Rambla Salada Fm to the MSC cannot be ruled out.

The Middle Pleistocene Transition (MPT, ~641–920 ka) represents a period of the Quaternary climate when, in the absence of substantial changes in orbital forcing, the climate progressively shifted to the 100 ka asymmetrical glacial–interglacial cyclicity characterizing the current climate. The causes of this change remain still uncertain but several lines of evidence suggested the carbon storage of the deep ocean played a relevant role. Here we evaluate the contribution of the eastern deep tropical Pacific to the global ocean carbon sequestration and storage between 760 and 1,040 ka. We present multi‐proxy records for export production and the redox environment at the seabed from Ocean Drilling Program Site 1242 located in the deep East Equatorial Pacific. Our data indicate the development of suboxic bottom waters during early marine isotopic stage (MIS) 23 and glacial MIS 22, suggesting the capture and storage of respired carbon. Redox‐sensitive elements suggest the progressive oxygenation of the deep ocean initiated at the end of the glacial MIS 22, continued across deglaciation and ended with the accomplishment of full interglacial MIS 21. We describe this pattern as a “less complete deglacial ventilation” in that it differs from the mid‐late Pleistocene Pacific deep ocean ventilation pattern which occurs during deglaciations. The ventilation of the deep Pacific Ocean extending beyond deglaciation might have contributed to a persistent deep ocean carbon sequestration, which might have resulted in lowered atmospheric CO2 values that could have influenced the internal response of the climate system contributing to the development of the 100 ka climate variability.

This research explores the Messinian record in a western Mediterranean basin at the eastern end of the Betic Cordillera (the Garruchal section, southern sector of the Bajo Segura basin). Sedimentary facies development and foraminiferal assemblages were used as palaeoenvironmental proxies to characterize the palaeoceanographic evolution of the basin’s progressive restriction. Therefore, a succession of palaeoenvironmental phases can be established as follows. The “start phase” (until ~ 6.72 Ma) records the first ecological evidence of the restriction, evidenced by the sudden appearance of common benthic stress markers. The “amplification phase” of the restriction (up to ~ 6.35 Ma) marks a progressive increase in low bottom oxygen levels related to water-mass stratification in the evolution from upper epibathyal to outer shelf environments. The “consolidation phase” (until the intra-Messinian discontinuity ~ shortly after 6.03 Ma) records basin shallowing (from outer to inner shelf environments) in a context of a restricted basin. And lastly, the “climax phase” (until the end-Messinian discontinuity) records coastal sedimentation (marine coastal lagoon and sandy beaches). The findings of this research reveal that the Garruchal section is a good illustration of the sedimentary and palaeoenvironmental response of the peripheral basins to the progressive restriction of the Mediterranean before the Messinian Salinity Crisis. Finally, since it is widely accepted that the Mediterranean marine restriction has been developed in a stepwise mode, we here propose to establish the following terms for implementation at Mediterranean regional level: “start,” “amplification,” and “consolidation” phases, which finally led to the “climax” phase, that is, the Messinian Salinity Crisis stricto sensu.

Sand colour can give important information about mineral composition and, consequently, sediment source areas and input systems. Beach appearance, which is mostly linked to sand colour, has a relevant economic function in tourist areas. In this paper, the colour of 66 sand samples, collected along both natural and nourished beaches in the western Mediterranean coast of Spain, were assessed in CIEL*a*b* 1976 colour space. The obtained results showed relevant differences between natural and artificially nourished beaches. The colour of many nourished beaches generally differs from the native one because the origin of the injected sand is different. The native sand colour coordinates’ range is: L* (40.16–63.71); a* (−1.47–6.40); b* (7.48–18.06). On the contrary, for nourished beaches’ the colour range is: L* (47.66–70.75); a*(0.72‒5.16); b* (5.82–18.82). Impacts of beach nourishment on the native sand colour were studied at San Juan beach, the most popular one along the study area. Nourishment works were performed after severe erosion, usually linked to anthropic activities/structures and storm events, but also to increase beach width and hence benefit tourism.

In recent years, the dissemination of geoheritage has made great strides in Spain, both at the legislative and outreach levels. As part of these efforts, the Department of Earth and Environmental Sciences at the University of Alicante organizes various activities to promote and enhance the learning of geology and the geoheritage of Alicante Province (Spain). One of these activities is Geogymkhana-Alicante, a key initiative for secondary schools that combines scientific, playful, and didactic elements. Organized annually since 2012, around 8000 students from 74 secondary schools have participated. The Geogymkhana consists of 10 guided stops along a 3 km-long coastal itinerary near Alicante city. These high-quality easily accessible outcrops are relatively close to numerous secondary schools, thereby allowing students to learn about their local geoheritage. The Geogymkhana is run by about 50 staff, including professors, undergraduate geology students, and other support staff from the university. Diverse pedagogical strategies create an enjoyable, yet scientifically sound, educational itinerary. Some stops (such as the “Miocene Strata” or “Discontinuous Geological Record”) comprise mainly explanations, whereas other stops (such as “Geological Time Race” or “Human Stratigraphic Superposition”) are based on games and dynamic activities. In short, Geogymkhana-Alicante is an effective tool to spread geoheritage knowledge amongst secondary school students. Moreover, it offers an inspiring model for implementation in other locations.

En el ámbito de las Ciencias de la Tierra existe una gran diversidad de metodologías para la obtención de información científica. Éstas abarcan desde el trabajo experimental en laboratorio hasta la toma directa de datos en afloramientos naturales con metodologías de trabajo de campo. En el marco de las prácticas de campo en la docencia universitaria es necesario formar y entrenar al alumnado en el uso y manejo de todas estas metodologías, en particular las basadas en la observación directa para la caracterización de las rocas y sus elementos. Se propone la elaboración de una colección de tablas en tarjetas imprimibles de pequeño formato donde se refleje una síntesis de las metodologías de campo no instrumentales así como la incorporación de esquemas, escalas, gráficos y ábacos de clasificación que faciliten la identificación de los elementos de las rocas naturales, además de permitir realizar caracterizaciones semicuantitativas por comparación visual de las propiedades las rocas. Esta experiencia educativa ha sido evaluada positivamente entre el alumnado del Grado en Geología de la Universidad de Alicante, destacando tanto su utilidad como la autonomía que ofrece en los trabajos de campo docentes.

La red de innovación docente centrada en la actividad de carácter transversal y multidisciplinar interuniversitaria realizada en el grado de Ciencias del Mar de la Universidad de Alicante, posee como objetivo principal su desarrollo y seguimiento. En esta actividad están implicadas dos Universidades en las que se imparte el Grado de Ciencias del Mar; la Universidad de Alicante (UA) y la Universidad de Vigo (UV). La finalidad de este proyecto es la de promover prácticas docentes transversales en un entorno biogeográfico distinto, que permita al alumnado conocer un ambiente marino diferente al de referencia (Mediterráneo). Esta actividad promueve, a su vez, la interacción entre estudiantes y profesorado de distintas universidades. Es preciso destacar que esta actividad se lleva realizando a lo largo de 8 cursos académicos y ha tenido muy buena acogida, tanto por parte del profesorado como del alumnado. Dicha acción docente incluye objetivos como la adquisición de conocimientos complementarios entre ambas universidades (conocimientos que permitan al alumnado comparar diferentes ambientes marinos, biodiversidad litoral costera y marina, geomorfología y sedimentología costera marina) y destrezas para la aplicación de técnicas de muestreo, así como la adquisición de las competencias específicas, necesarias para el trabajo cooperativo.

This work presents the singular case of Nueva Tabarca island (SE Spain), which is an excellent example where stone-built monuments and historical quarries greatly enhance the geoheritage interest of this site. This small western Mediterranean island brings together a rich, diverse geological record and a baroque architectural heritage represented by a fortified village. The geoheritage constitutes the bedrock of the historical and architectural monuments. In addition, though, the building stones can be used to interpret the litho- and bio-facies, which provide significant geological knowledge to better understand the island’s geosedimentary history. Furthermore, the diverse settings of the building stones allow a didactic and integrated reading of the erosional processes that can affect these stones. In short, architectural heritage becomes an alternative tool to study geology and promote geoheritage. The characterization and inventory of the local geoheritage has allowed us to propose a geotourism route of ten sites of special interest. The sites were selected due to their relevance showing the geological context, the building stones used in the architectural heritage, and the conservation state and the weathering processes that affect rocks. This paper evidences that geosites can be of special significance, particularly in geotourism, precisely due to their huge potential to connect heritages of varied natures. The closer the links between geology, history, and architecture, the more people will be interested in and concerned about geoheritage.

Observar determinados sedimentos bajo el microscopio nos permite contemplar una gran variedad de microfósiles cuyo estudio es clave para conocer la historia de la Tierra y de la vida. En este artículo se propone desarrollar un taller de micropaleontología en los laboratorios de ciencias experimentales dentro de la enseñanza de las ciencias de la Tierra en la ESO.

Coastal scenery value was evaluated at 56 locations along the 244 km long coast of Alicante (western Mediterranean) according to the methodology of Ergin et al. Area 36(4):367–386, (2004) based on the evaluation of 26 physical and anthropogenic parameters. Selected areas covered remote (10), rural (9), village (15) and urban (22) bathing areas. The scenery Decision Value parameter (D), allowed to classify the investigated sites into 5 classes, from Class I (extremely attractive/natural sites) to Class V (very unattractive/urbanized sites): 2 sites belonged to Class I, 6 to Class II, 14 to Class III, 20 to Class IV and 14 to Class V. Litter presence was assessed at the same sites using the EA/NALG (2000) methodology, which allowed to classify each site in four grades: A: very good (40 sites); B: good (14); C: fair (1) and D: poor (1). In urban sites litter was composed by small items related to land-based sources and beach use while litter in natural sites was related to marine-based sources, essentially fishing. The sector analysis methodology highlighted as most sites (33 out of 56) showed contradictory characteristics for litter/scenic grades/beach awards presence. To improve scenic value, different actions have to be carried out according to the site typology. At many urban sites, actuations should be focused to the removing or reducing of beach utilities and unnecessary infrastructures. At rural and remote areas, is mandatory to carry out specific litter management plans to reduce litter presence.

The recognition of event beds is of paramount importance to reconstruct palaeoenvironments and to determine palaeoecological parameters. Tortonian and Tyrrhenian deposits have been studied in the Cabo de la Huerta section (Alicante, Southeastern Spain), where both open-platform and coastal deposits crop out. In the absence of sedimentary structures, we carried out ichnological, taphonomic, and palaeoecological analyses to determine the main processes involved in the material’s sedimentation. The Tortonian beds are made up of interbedded fine-grained and coarse-grained calcarenites. Event beds are mainly signalled by the presence of Ophiomorpha nodosa in coarse-grained calcarenites, typically produced by opportunistic crustaceans just after sedimentation. Background sedimentation is represented by fine-grained calcarenites without well-preserved burrows due to the soupy consistency of the substrate. The alternance of burrow-rich and burrow-poor beds reveals a decreasing-upward frequency of storm events pointing out a deepening-upward trend. The Tyrrhenian material records a regression from a sandy beach environment to a continental backshore. A thick skeletal concentration of resedimented shells from different habitats and with different residence times on the substrate was found between the beach and backshore deposits. Its features make it recognizable as a major storm deposit where a census assemblage is mixed together with a time-averaged one. Integrated palaeontological analysis is shown to be an excellent tool in diverse environmental settings in order to differentiate event beds, in particular where clear sedimentological criteria are not available.

Para conservar el patrimonio paleontológico es imprescindible su difusión y divulgación, conseguir que su valor y relevancia llegue a un público amplio. Para ello, se ha de analizar la gran diversidad de visitantes potenciales que tienen los museos paleontológicos y ofrecer a cada persona aquello que necesita para poder disfrutar de las exposiciones y del patrimonio paleontológico. Siguiendo los postulados del diseño universal es posible conseguir que todas las personas puedan acceder a las instalaciones y los contenidos de las exposiciones, sean cuales sean sus capacidades. En este trabajo se propone incluir en el Museo Paleontológico de Elche (MUPE) un módulo expositivo sobre el atolón fósil de Santa Pola (Mediterráneo Occidental) poniendo énfasis en la accesibilidad. Así, se ha considerado la introducción de elementos táctiles, el empleo de audios y lengua de signos española o textos de lectura fácil.