Analogue modelling to enhance spatial reasoning and understanding of tectonic processes in geoscience education

Abstract

Analogue modelling offers a powerful means for communicating and understanding geological processes that operate across spatial and temporal scales beyond direct human observation. Despite its long-standing use in tectonic research, its application as a pedagogical tool in geoscience education remains limited. This study presents a collaborative teaching approach that incorporates physical models to strengthen spatial reasoning and support the interpretation of three-dimensional geological structures in university-level geoscience education. We outline the role of representations and spatial abilities in geology and other sciences, provide a brief overview of analogue modelling in the Earth Sciences, and present the theoretical framework, instructional design, and results of two analogue-modelling activities implemented in Structural Geology laboratory courses for engineering students at the Universidad de Santiago de Chile. The activities focus on brittle deformation and fault-related fracture systems, processes central to Andean tectonics that require strong three-dimensional and temporal reasoning skills. Insights drawn from student feedback and observed learning outcomes highlight the relevance of decision-making, model-based reasoning, and embodied interaction with evolving physical models that simulate geological systems. The findings indicate that hands-on physical modelling can serve as an effective tool for communicating complex geoscientific concepts and fostering spatial thinking skills that are essential for future geoscience and engineering professionals working in structurally complex orogenic settings such as the Andes.