Abstracted/indexed

We show that integrating evaluation tools both before and after a drop-in activity enables a demonstration of change and thus short-term impact. In our case, young families who listened to space sounds exhibited changed language and conceptions about space in their graffiti wall responses, exemplifying the power of sound in science communication. We suggest the method could be adopted by others in their drop-in engagement activities more broadly.

Results from reviewing 15 popular video games demonstrate a combination of accuracies and inaccuracies that could impact on people’s self-learning of volcanoes. Several volcanic features are represented to varying degrees of accuracy: stratovolcanoes and calderas, lava flows, volcanic ash and lava bombs. Whereas health risks are often inaccurate. The least featured are pyroclastic density currents and volcanic gas emissions. Application of the findings from this paper will feed into an expanded.

This work presents the usage of a digital educational resource (DER) CreativeLab_Sci&Math | Plate Tectonics, that explores the PhET™ Plate Tectonics simulator, in the context of preservice teachers (PST) education in Portugal. Results show that the DER contributed for the successful PST' achievement of learning outcomes concerning plate tectonics dynamics.

Seismicity caused by hydraulic fracturing (fracking) has triggered moratoria and is a topic of public interest. In this paper we show that ambiguity and inconsistency of language around magnitude and scale challenges current understanding of perceived risk of induced seismicity, and risk communication. We call for multi-method approaches to understand perceived risks around geoenergy resources, and suggest to adopted a shared language framework to describe seismic events.

Citizen science and education. An educational program, focusing on seismological activities at school, and on raising citizen awareness of natural hazards, has been active in France since 1995. Over this quarter century, different generations of students have learnt various lessons concerning instrument installation, data recording and analysis. Analysis of earthquakes has generated a strong awareness of the seismic hazard, especially after the deployment of seismometers at schools.

An evaluation of the accessibility and equity of a programme of independent research projects shows that, with the right support from both teachers and active researchers, school students' ability to succeed at undertaking cutting-edge research appears independent of typical societal inequalities.

A scalable framework for protracted research-based engagement with schools which has transformed cutting-edge space science, astronomy, and particle physics into accessible 6-month independent research projects for schools. We explore the considerations made in developing it, detailing the structure, mentoring, and resources offered by active researchers. Evaluation shows this model supports students and teachers to have positive experiences with research, which has been regarded by researchers.

The impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based in cutting-edge physics research are assessed. The lasting impacts on confidence, skills, aspirations, and practice suggest that similar research in schools initiatives may have a role to play in aiding the increased uptake and diversity of physics/STEM in higher education as well as meaningfully enhancing the STEM environment within schools.

In this study, entries in an online collaborative dictionary in Turkey are analyzed. Topics of several earthquakes in Turkey and its surroundings are the focus of the study. Experience of the users during earthquakes are converted into a seismic intensity values which are compared with the models that are used for the prediction of the same metric. It is found that people's experience are correlated with the predictions up to certain distance.