Informal education facilities help schools to engage in meaningful outdoor geology experiences, providing educational materials and a learning environment that meet rigorous scientific and educational standards. In some cases, these sites focus on the general public and do not share the same educative paradigm of schools. Likewise, due to the particular nature of Earth sciences, many geological processes can be difficult to explain with the usual interpretative resources. In this context, we consider whether the pedagogical potential of geological interpretation sites is being fully developed. This study proposes a methodology for assessing the educational value of geodiversity sites through the analysis of the educative resources and interpretative tools, including panels, guided tours and written guides. The method can be useful to evaluate facilities on an individual basis, but it also allows comparisons of different sites in a determined area or region. This methodology has been used in the assessment of interpretation centres in 11 areas of geological interest in the Basque Country (Spain). Results highlight some differences that emerge among the educative facilities and that should take into account by managers and educators, such as the lack of importance given to geology in contrast with other sciences in most exhibitions, or the absence of free-access educational materials useful for teachers in the preparation of their visits, among others.

中文翻译：

---

地理多样性地点的教育潜力评估：巴斯克地区（西班牙）的建议和案例研究

非正式教育设施可帮助学校从事有意义的户外地质体验，提供符合严格科学和教育标准的教育材料和学习环境。在某些情况下，这些网站关注普通大众，而不是使用相同的学校教育范式。同样，由于地球科学的特殊性质，使用通常的解释性资源可能难以解释许多地质过程。在这种情况下，我们考虑地质解释站点的教学潜力是否已得到充分开发。这项研究提出了一种通过分析教育资源和解释性工具（包括小组，导游和书面指南）来评估地球多样性遗址的教育价值的方法。该方法对单个评估设施很有用，但它也可以比较确定区域或区域中不同站点。该方法已用于评估巴斯克地区（西班牙）的11个地质感兴趣地区的口译中心。结果突出显示了教育机构之间出现的一些差异，管理者和教育者应考虑到这些差异，例如，与大多数展览中的其他科学相比，对地质学的重视程度较低，或者缺少可免费获取的对老师在准备访问时等。该方法已用于评估巴斯克地区（西班牙）的11个地质感兴趣地区的口译中心。结果突出显示了教育机构之间出现的一些差异，管理者和教育者应考虑到这些差异，例如，与大多数展览中的其他科学相比，对地质学的重视程度较低，或者缺少可免费获取的对老师在准备访问时等。该方法已用于评估巴斯克地区（西班牙）的11个地质感兴趣地区的口译中心。结果突出显示了教育机构之间出现的一些差异，管理者和教育者应考虑到这些差异，例如，与大多数展览中的其他科学相比，对地质学的重视程度较低，或者缺乏可用于教育的免费教材老师在准备访问时等。