4
RESULTS AND DISCUSSION
Teaching Kids has achieved significant results in participa-
tion and learning in geosciences among young people from
mining and non-mining communities. The workshops
have shown high engagement and interest, reflected in the
retention of key concepts and the children’s ability to iden-
tify common minerals and understand their importance in
daily life.
In the past year (2023), more than 50 workshops have
been conducted in various municipalities, 12 of which
directly collaborated with mining companies (Figure 5).
This partnership has helped Teaching Kids expand fur-
ther and provided companies with a platform to improve
the public perception of mining and promote sustainable
practices.
The data obtained through observations shows that
combining theory and games facilitates profound and last-
ing learning. Additionally, it has been observed that the
children participating in the workshops develop a willing-
ness to consider careers in geosciences and a more positive
perception of mining as a vital activity for modern society.
CONCLUSIONS
The Teaching Kids project has proven to be an effective
tool for improving public perception of the mining indus-
try and fostering early awareness of the relevance of geosci-
ences. This project has shown that children can learn about
fundamental and sometimes complex concepts related to
geoscience, mining, and minerals through playful educa-
tion and collaborative learning.
Collaborations with mining companies and stakehold-
ers, such as Women in Mining Colombia, have allowed
this initiative to spread to rural and urban communities
throughout the department of Antioquia, with a strong
mining background.
Teaching Kids not only educates children and ado-
lescents but also strengthens the connection between aca-
demia and the mining industry, creating a more informed
and conscious future regarding geoscience and the future of
the mining industry.
ACKNOWLEDGMENT
This project has been made possible thanks to the work
and commitment of the students from the SME Medellín
Student Chapter, the Universidad Nacional de Colombia,
the SME Colombia Section, and the mining organiza-
tions and companies that have supported Teaching Kids.
This project thanks to Gramalote, Mineros S.A, Zijin-
Continental Gold and the communities involved in the
workshops for their trust and willingness to embrace this
educational project.
REFERENCES
American Geosciences Institute (AGI). (2012). Critical
Needs for the Twenty-First Century: The Role of the
Geoscience. American Geosciences Institute.
American Geosciences Institute (AGI). (2014). What is
geoscience? American Geosciences Institute. https://
www.americangeosciences.org/.
0
5
10
15
20
25
30
35
Year
Figure 8. Teaching kids workshops in the last 8 years
Figure 9. Teaching Kids team in the southwest region of the
department of Antioquia, year 2024
Table 1. Teaching kids workshops records
Period Schools Workshops Children
June–December 2023 10 28 850
January–October 2024 7 28 850
2016 2016 2017 2018 2018 2019 2020 2021 2022 2023 2023 2024
Number
o f
workshops
RESULTS AND DISCUSSION
Teaching Kids has achieved significant results in participa-
tion and learning in geosciences among young people from
mining and non-mining communities. The workshops
have shown high engagement and interest, reflected in the
retention of key concepts and the children’s ability to iden-
tify common minerals and understand their importance in
daily life.
In the past year (2023), more than 50 workshops have
been conducted in various municipalities, 12 of which
directly collaborated with mining companies (Figure 5).
This partnership has helped Teaching Kids expand fur-
ther and provided companies with a platform to improve
the public perception of mining and promote sustainable
practices.
The data obtained through observations shows that
combining theory and games facilitates profound and last-
ing learning. Additionally, it has been observed that the
children participating in the workshops develop a willing-
ness to consider careers in geosciences and a more positive
perception of mining as a vital activity for modern society.
CONCLUSIONS
The Teaching Kids project has proven to be an effective
tool for improving public perception of the mining indus-
try and fostering early awareness of the relevance of geosci-
ences. This project has shown that children can learn about
fundamental and sometimes complex concepts related to
geoscience, mining, and minerals through playful educa-
tion and collaborative learning.
Collaborations with mining companies and stakehold-
ers, such as Women in Mining Colombia, have allowed
this initiative to spread to rural and urban communities
throughout the department of Antioquia, with a strong
mining background.
Teaching Kids not only educates children and ado-
lescents but also strengthens the connection between aca-
demia and the mining industry, creating a more informed
and conscious future regarding geoscience and the future of
the mining industry.
ACKNOWLEDGMENT
This project has been made possible thanks to the work
and commitment of the students from the SME Medellín
Student Chapter, the Universidad Nacional de Colombia,
the SME Colombia Section, and the mining organiza-
tions and companies that have supported Teaching Kids.
This project thanks to Gramalote, Mineros S.A, Zijin-
Continental Gold and the communities involved in the
workshops for their trust and willingness to embrace this
educational project.
REFERENCES
American Geosciences Institute (AGI). (2012). Critical
Needs for the Twenty-First Century: The Role of the
Geoscience. American Geosciences Institute.
American Geosciences Institute (AGI). (2014). What is
geoscience? American Geosciences Institute. https://
www.americangeosciences.org/.
0
5
10
15
20
25
30
35
Year
Figure 8. Teaching kids workshops in the last 8 years
Figure 9. Teaching Kids team in the southwest region of the
department of Antioquia, year 2024
Table 1. Teaching kids workshops records
Period Schools Workshops Children
June–December 2023 10 28 850
January–October 2024 7 28 850
2016 2016 2017 2018 2018 2019 2020 2021 2022 2023 2023 2024
Number
o f
workshops