Articles | Volume 1, issue 1
https://doi.org/10.5194/gc-1-25-2018
© Author(s) 2018. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
https://doi.org/10.5194/gc-1-25-2018
© Author(s) 2018. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Research article
| Highlight paper
| 
10 Oct 2018
Research article | Highlight paper |
| 10 Oct 2018
| 10 Oct 2018
Building a Raspberry Pi school magnetometer network in the UK
British Geological Survey, Research Ave South, Riccarton, Edinburgh, UK
Steve R. Marple
Physics Department, Lancaster University, Lancaster, UK
Related authors
Relly Margiono, Christopher W. Turbitt, Ciarán D. Beggan, and Kathryn A. Whaler
Geosci. Instrum. Method. Data Syst., 10, 169–182, https://doi.org/10.5194/gi-10-169-2021, https://doi.org/10.5194/gi-10-169-2021, 2021
Short summary
Short summary
We have produced a standardised high-quality set of measurements to create definitive data for four Indonesian Geomagnetic Observatories for 2010–2018. We explain the steps taken to update the existing data collection and processing protocols and suggest improvements to further enhance the quality of the magnetic time series at each observatory. The new data will fill the gap in the western Pacific region and provide input into geomagnetic field modeling and secular variation studies.
Rachel L. Bailey, Thomas S. Halbedl, Ingrid Schattauer, Alexander Römer, Georg Achleitner, Ciaran D. Beggan, Viktor Wesztergom, Ramon Egli, and Roman Leonhardt
Ann. Geophys., 35, 751–761, https://doi.org/10.5194/angeo-35-751-2017, https://doi.org/10.5194/angeo-35-751-2017, 2017
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This paper describes the study of the effects of solar wind and solar storms on the national electrical power transmission grid in Austria. These storms result in currents in the ground that can cause damage to power grids, particularly those at high latitudes. Results show that very strong solar storms could result in problems in Austria as well, and this information is important to the grid operators to properly implement mitigation strategies in the future.
C. D. Beggan
Ann. Geophys., 32, 951–958, https://doi.org/10.5194/angeo-32-951-2014, https://doi.org/10.5194/angeo-32-951-2014, 2014
Relly Margiono, Christopher W. Turbitt, Ciarán D. Beggan, and Kathryn A. Whaler
Geosci. Instrum. Method. Data Syst., 10, 169–182, https://doi.org/10.5194/gi-10-169-2021, https://doi.org/10.5194/gi-10-169-2021, 2021
Short summary
Short summary
We have produced a standardised high-quality set of measurements to create definitive data for four Indonesian Geomagnetic Observatories for 2010–2018. We explain the steps taken to update the existing data collection and processing protocols and suggest improvements to further enhance the quality of the magnetic time series at each observatory. The new data will fill the gap in the western Pacific region and provide input into geomagnetic field modeling and secular variation studies.
Rachel L. Bailey, Thomas S. Halbedl, Ingrid Schattauer, Alexander Römer, Georg Achleitner, Ciaran D. Beggan, Viktor Wesztergom, Ramon Egli, and Roman Leonhardt
Ann. Geophys., 35, 751–761, https://doi.org/10.5194/angeo-35-751-2017, https://doi.org/10.5194/angeo-35-751-2017, 2017
Short summary
Short summary
This paper describes the study of the effects of solar wind and solar storms on the national electrical power transmission grid in Austria. These storms result in currents in the ground that can cause damage to power grids, particularly those at high latitudes. Results show that very strong solar storms could result in problems in Austria as well, and this information is important to the grid operators to properly implement mitigation strategies in the future.
C. D. Beggan
Ann. Geophys., 32, 951–958, https://doi.org/10.5194/angeo-32-951-2014, https://doi.org/10.5194/angeo-32-951-2014, 2014
Related subject area
Geoscience education
Handwritten letters and photo albums linking geoscientists with school classes
Transformation of geological sciences and geological engineering field methods course to remote delivery using manual, virtual, and blended tools in fall 2020
Building confidence in STEM students through breaking (unseen) barriers
The potential for using video games to teach geoscience: learning about the geology and geomorphology of Hokkaido (Japan) from playing Pokémon Legends: Arceus
Learning outcomes, learning support, and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions
The perception of palaeontology in commercial off-the-shelf video games and an assessment of their potential as educational tools
GC Insights: Diversifying the geosciences in higher education: a manifesto for change
A snapshot sample on how COVID-19 impacted and holds up a mirror to European water education
Virtual field experiences in a web-based video game environment: open-ended examples of existing and fictional field sites
Virtual field trips utilizing virtual outcrop: construction, delivery and implications for the future
GC Insights: Geoscience students' experience of writing academic poetry as an aid to their science education
The imaginary eruption – volcanic activity through kids' eyes
A physical concept in the press: the case of the jet stream
W.A.T.E.R. – a structured approach for training on advanced measurement and experimental research
GC Insights: Space sector careers resources in the UK need a greater diversity of roles
A remote field course implementing high-resolution topography acquisition with geomorphic applications
Virtual strike and dip – advancing inclusive and accessible field geology
From a virtual field trip to geologically reasoned decisions in Yosemite Valley
Introduction to teaching science with three-dimensional images of dinosaur footprints from Cristo Rey, New Mexico
Teaching climate risk for water planning: a pilot training for tertiary students and practitioners in Brazil
Identifying community values related to heat: recommendations for forecast and health risk communication
Editorial: Geoscience communication – planning to make it publishable
Pandemic Minecrafting: an analysis of the perceptions of and lessons learned from a gamified virtual geology field camp
Multi-scale virtual field experience: sedimentology and stratigraphy of Grand Ledge, Michigan, USA
Teaching with digital geology in the high Arctic: opportunities and challenges
Virtual mapping and analytical data integration: a teaching module using Precambrian crystalline basement in Colorado's Front Range (USA)
Breaking the Silos: an online serious game for multi-risk disaster risk reduction (DRR) management
Virtual field trips as a tool for indirect geomorphological experience: a case study from the southeastern part of the Gulf of Corinth, Greece
Development and implementation of virtual field teaching resources: two karst geomorphology modules and three virtual capstone pathways
The Flat Earth satire: using science theater to debunk absurd theories
Using paired teaching for earthquake education in schools
A role for virtual outcrop models in blended learning – improved 3D thinking and positive perceptions of learning
Introducing electronic circuits and hydrological models to postsecondary physical geography and environmental science students: systems science, circuit theory, construction, and calibration
Evaluating participants' experience of extended interaction with cutting-edge physics research through the PRiSE “research in schools” programme
Schools of all backgrounds can do physics research – on the accessibility and equity of the Physics Research in School Environments (PRiSE) approach to independent research projects
A flexible, open, and interactive digital platform to support online and blended experiential learning environments: Thinglink and thin sections
Forum theatre as a tool for unveiling gender issues in science, technology, engineering and mathematics (STEM) working environments
The value of short Earth science continuing professional development for trainee primary school teachers
Using PhET™ interactive simulation plate tectonics for initial teacher education
Volcanoes in video games: the portrayal of volcanoes in commercial off-the-shelf (COTS) video games and their learning potential
Remembering rhythm and rhyme: memorability of narratives for science communication
Celebrating 25 years of seismology at schools in France
10 years with planet Earth: the essence of primary school children's drawings
A portrait of central Italy's geology through Giotto's paintings and its possible cultural implications
Science, poetry, and music for landscapes of the Marche region, Italy: communicating the conservation of natural heritage
ElectroMagnetic Music: a new tool for attracting people's interest in Geosciences, while sensitizing them to planet sustainability
Impact of an educational program on earthquake awareness and preparedness in Nepal
Fun educational and artistic teaching tools for science outreach
Training citizen scientists through an online game developed for data quality control
Ozone measurement practice in the laboratory using Schönbein's method
Mathew Stiller-Reeve, Claudio Argentino, Kate Alyse Waghorn, Sunil Vadakkepuliyambatta, Dimitri Kalenitchenko, and Giuliana Panieri
Geosci. Commun., 6, 1–9, https://doi.org/10.5194/gc-6-1-2023, https://doi.org/10.5194/gc-6-1-2023, 2023
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In this paper, we describe a process in which geoscientists corresponded with school classes in three different countries using handwritten letters and Polaroid photo albums. The stories they told were based on their experiences during a research expedition in the Arctic. We evaluated the process and show some of the benefits the students experienced from their correspondence with the scientists in this way.
Jennifer Jane Day
Geosci. Commun., 5, 381–395, https://doi.org/10.5194/gc-5-381-2022, https://doi.org/10.5194/gc-5-381-2022, 2022
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Geological (Engineering) Field Methods is a core course at Queen’s University in Kingston, Canada, where students learn how to investigate the Earth. Typically, this course involves weekly field trips to visit a variety of rock outcrops to learn navigation, observation, and measurement. Remote delivery of this course in fall 2020 due to COVID-19 required a transformation using new virtual, manual, and blended tools. Although largely successful, a return to in-person teaching is recommended.
Philip J. Heron and Jamie A. Williams
Geosci. Commun., 5, 355–361, https://doi.org/10.5194/gc-5-355-2022, https://doi.org/10.5194/gc-5-355-2022, 2022
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Science, technology, engineering, and maths subjects have historically struggled to be inclusive to students from diverse backgrounds. We outline here an outreach course designed to improve critical thinking for people in prison. Based on course feedback, we share advice for working with students who do not engage in formal education – specifically those who have low self-confidence. We focus on how to create a classroom dynamic that is accessible, inclusive and relatable to all students.
Edward G. McGowan and Lewis J. Alcott
Geosci. Commun., 5, 325–337, https://doi.org/10.5194/gc-5-325-2022, https://doi.org/10.5194/gc-5-325-2022, 2022
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The fictional landscape of Hisui from Pokémon Legends: Arceus is inspired by the real-world island of Hokkaido, Japan. This paper illustrates how the game can be used to explore geological concepts including volcanology, economic geology, and hazard mitigation, by comparing in-game features to their real-world counterparts on Hokkaido. Applications from this study include increasing geoscientific interest and facilitating the self-learning or formal teaching of geoscience worldwide.
Clare E. Bond, Jessica H. Pugsley, Lauren Kedar, Sarah R. Ledingham, Marianna Z. Skupinska, Tomasz K. Gluzinski, and Megan L. Boath
Geosci. Commun., 5, 307–323, https://doi.org/10.5194/gc-5-307-2022, https://doi.org/10.5194/gc-5-307-2022, 2022
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Virtual field trips are used to engage students who are unable to go into the field with geological field work. Here, we investigate the perceptions of staff and students before and after a virtual field trip, including the investigation of the success of mitigation measures designed to decrease barriers to engagement and inclusion. We conclude that negative and positive perceptions exist and that effective mitigation measures can be used to improve the student experience.
Thomas Clements, Jake Atterby, Terri Cleary, Richard P. Dearden, and Valentina Rossi
Geosci. Commun., 5, 289–306, https://doi.org/10.5194/gc-5-289-2022, https://doi.org/10.5194/gc-5-289-2022, 2022
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Video games are the largest sector of the entertainment industry and often contain ancient animals (e.g. dinosaurs) and/or fossils. This may be the first or only exposure gamers have to palaeontology, and it provides a useful starting point for science outreach. However, video games are not typically designed to be educational. We investigate the use of palaeontology in video games and highlight common tropes that may skew the public perception of palaeontological science.
Caitlyn A. Hall, Sam Illingworth, Solmaz Mohadjer, Mathew Koll Roxy, Craig Poku, Frederick Otu-Larbi, Darryl Reano, Mara Freilich, Maria-Luisa Veisaga, Miguel Valencia, and Joey Morales
Geosci. Commun., 5, 275–280, https://doi.org/10.5194/gc-5-275-2022, https://doi.org/10.5194/gc-5-275-2022, 2022
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In this manifesto, we offer six points of reflection that higher education geoscience educators can act upon to recognise and unlearn their biases and diversify the geosciences in higher education, complementing current calls for institutional and organisational change. This serves as a starting point to gather momentum to establish community-built opportunities for implementing and strengthening diversity, equity, inclusion, and justice holistically in geoscience education.
Benjamin M. C. Fischer and Alexandru Tatomir
Geosci. Commun., 5, 261–274, https://doi.org/10.5194/gc-5-261-2022, https://doi.org/10.5194/gc-5-261-2022, 2022
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The aim of this paper is to communicate results of our survey giving a first overview and reflects how teaching of hydrology and water-related sciences changed due to COVID-19. Next to many negative aspects for teachers and students, a spirit of optimism, time of change and community initiatives could also be noticed. COVID-19 made it possible to explore novel teaching methods useful for modernizing education and making practical teaching formats accessible to all hydrology and water students.
Mattathias D. Needle, Juliet G. Crider, Jacky Mooc, and John F. Akers
Geosci. Commun., 5, 251–260, https://doi.org/10.5194/gc-5-251-2022, https://doi.org/10.5194/gc-5-251-2022, 2022
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We designed interactive, open-ended video games to simulate field geology to address the learning goals of traditional, in-person exercises for geology students. When these simulations were implemented in college courses, students used virtual versions of standard geology measuring tools to collect data but could also visualize and collect data in new ways (i.e., a jetpack and instantaneous graphing tools). The games were for remote learning, but the tools can also enhance in-person instruction.
Jessica H. Pugsley, John A. Howell, Adrian Hartley, Simon J. Buckley, Rachel Brackenridge, Nicholas Schofield, Gail Maxwell, Magda Chmielewska, Kari Ringdal, Nicole Naumann, and Joris Vanbiervliet
Geosci. Commun., 5, 227–249, https://doi.org/10.5194/gc-5-227-2022, https://doi.org/10.5194/gc-5-227-2022, 2022
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Virtual field trips have become a crucial resource during the COVID-19 pandemic within geoscience education. This study presents a critical evaluation of their use, using real-world examples delivered to a masters-level class at the University of Aberdeen. Our work highlights several key findings which can be used to help plan virtual field trips and how associated disadvantages of their use can be mitigated through a blend of physical and virtual field trips.
Alice Wardle and Sam Illingworth
Geosci. Commun., 5, 221–225, https://doi.org/10.5194/gc-5-221-2022, https://doi.org/10.5194/gc-5-221-2022, 2022
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Participants answered four questions concerning their experience writing a haiku based on a geoscience extract. Data were categorised as being part of the
Task Processor
Task Meaning. The themes involved in the
Task Processwere
Identification of significant information,
Distillation of informationand
Metamorphosis of text, while the themes related to
Task Meaningwere made up of
Enjoyable,
Challenging(which has sub-themes
Frustratingand
Restricted) and
Valuable.
Micol Todesco, Emanuela Ercolani, Flaminia Brasini, Delia Modonesi, Vera Pessina, Rosella Nave, and Romano Camassi
Geosci. Commun., 5, 205–219, https://doi.org/10.5194/gc-5-205-2022, https://doi.org/10.5194/gc-5-205-2022, 2022
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How do kids imagine the onset and outcome of a volcanic eruption? A workshop proposed for schools tries to answer this question by collecting stories and drawings done by kids (aged 6–13). The eruption they have in mind is an excellent starting point for building classroom conversations about volcanic risk and its mitigation. Concurrently, the workshop provided us with valuable hints to improve educational materials and lesson plans to account for kids’ knowledge and beliefs.
Xavier Fonseca, Gonzalo Miguez-Macho, José A. Cortes-Vazquez, and Antonio Vaamonde
Geosci. Commun., 5, 177–188, https://doi.org/10.5194/gc-5-177-2022, https://doi.org/10.5194/gc-5-177-2022, 2022
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In this paper, we discuss the instrumental role of the press in informing and educating the public on the subject of climate science and climate change. We illustrate this using an example of a dissemination format called Weather Stories, published daily in one of the most read newspapers in Spain. The particularities of this journalistic format are described using a practical example of a relatively complex physical concept: the jet stream.
Margaret Chen, Rui Aleixo, Massimo Guerrero, and Rui Ferreira
Geosci. Commun., 5, 143–150, https://doi.org/10.5194/gc-5-143-2022, https://doi.org/10.5194/gc-5-143-2022, 2022
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W.A.T.E.R. stands for Workshop on Advanced measurement Techniques and Experimental Research. It provides a structured approach for the learning and training platform to professionals with an experimental background in fluid mechanics. It offers an opportunity to learn about state-of-the-art instrumentation and measurement techniques and the latest developments in the field by partnering with academics, instrumentation manufacturers, and public sectors for sharing knowledge and good practices.
Martin O. Archer, Cara L. Waters, Shafiat Dewan, Simon Foster, and Antonio Portas
Geosci. Commun., 5, 119–123, https://doi.org/10.5194/gc-5-119-2022, https://doi.org/10.5194/gc-5-119-2022, 2022
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Educational research highlights that improved careers education is needed to increase participation in science, technology, engineering, and mathematics (STEM). Current UK careers resources in the space sector, however, are found to perhaps not best reflect the diversity of roles present and may in fact perpetuate misconceptions about the usefulness of science. We, therefore, compile a more diverse set of space-related jobs, which will be used in the development of a new space careers resource.
Sharon Bywater-Reyes and Beth Pratt-Sitaula
Geosci. Commun., 5, 101–117, https://doi.org/10.5194/gc-5-101-2022, https://doi.org/10.5194/gc-5-101-2022, 2022
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This paper outlines educational materials appropriate to teach upper division or graduate-level geoscience students how to produce and interpret high-resolution topography data. In a remote implementation, students were able to independently generate high-resolution topographic data products that can be used for interpreting hazards such as landsliding and flooding. Students met course learning outcomes while learning marketable skills used within environmental jobs or research settings.
Natalie Bursztyn, Pejman Sajjadi, Hannah Riegel, Jiawei Huang, Jan Oliver Wallgrün, Jiayan Zhao, Bart Masters, and Alexander Klippel
Geosci. Commun., 5, 29–53, https://doi.org/10.5194/gc-5-29-2022, https://doi.org/10.5194/gc-5-29-2022, 2022
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Strike and Dip (SaD) is a desktop virtual reality environment to teach strike and dip measurement and the compilation of geologic maps. SaD replicates real-world field mapping using virtual 3D outcrop models and a geologic compass that the user manipulates to take measurements. SaD was implemented in an introductory geology course, and students were surveyed about their experience with it. We found that the experience was generally positive. SaD is a viable resource for accessible field trips.
Nicolas C. Barth, Greg M. Stock, and Kinnari Atit
Geosci. Commun., 5, 17–28, https://doi.org/10.5194/gc-5-17-2022, https://doi.org/10.5194/gc-5-17-2022, 2022
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We present a geology of Yosemite Valley virtual field trip (VFT) and companion exercises produced to substitute for physical field experiences. The VFT is created as an Earth project in Google Earth Web, a versatile format that allows access through a web browser. The module's progression from a VFT and a mapping exercise to geologically reasoned decision-making results in high-quality student work; students find it engaging, enjoyable, and educational.
Valeria V. Martinez and Laura F. Serpa
Geosci. Commun., 5, 1–9, https://doi.org/10.5194/gc-5-1-2022, https://doi.org/10.5194/gc-5-1-2022, 2022
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In this paper we suggest that introductory level geoscience students can learn more about the Earth and the processes that change it through well-designed interactive videos and 3-D images than they typically can learn from a field trip or live lecturer, textbook, and hand samples. This is particularly important at this time as many schools and universities are moving away from actual field experiences, and there is a common viewpoint that geology is not a
realscience.
Pablo Borges de Amorim and Pedro Luiz Borges Chaffe
Geosci. Commun., 4, 527–554, https://doi.org/10.5194/gc-4-527-2021, https://doi.org/10.5194/gc-4-527-2021, 2021
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Climate change is one of the major challenges of our society, and therefore we present a climate risk training for tertiary students and practitioners. The training uses a hands-on method and was tested with five independent groups in Brazil. We find that the application of a mapping exercise supports learning about climate risk, as well as the development of problem-solving skills. The proposed training enables the teaching of climate risk in stand-alone courses and professional development.
Kathryn Lambrecht, Benjamin J. Hatchett, Kristin VanderMolen, and Bianca Feldkircher
Geosci. Commun., 4, 517–525, https://doi.org/10.5194/gc-4-517-2021, https://doi.org/10.5194/gc-4-517-2021, 2021
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This paper presents an analysis of public responses to U.S. National Weather Service heat-related Facebook posts for the Phoenix (Arizona) County Warning Area to identify community norms that may present challenges to the effectiveness of heat risk communication. Findings suggest that local audiences tend to view heat as normal and the ability to withstand heat as a marker of community identity. Recommendations are provided for harnessing those norms to promote positive behavioral change.
John K. Hillier, Katharine E. Welsh, Mathew Stiller-Reeve, Rebecca K. Priestley, Heidi A. Roop, Tiziana Lanza, and Sam Illingworth
Geosci. Commun., 4, 493–506, https://doi.org/10.5194/gc-4-493-2021, https://doi.org/10.5194/gc-4-493-2021, 2021
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In this editorial we expand upon the brief advice in the first editorial of Geoscience Communication (Illingworth et al., 2018), illustrating what constitutes robust and publishable work for this journal and elucidating its key elements. Our aim is to help geoscience communicators plan a route to publication and to illustrate how good engagement work that is already being done might be developed into publishable research.
Erika Rader, Renee Love, Darryl Reano, Tonia A. Dousay, and Natasha Wingerter
Geosci. Commun., 4, 475–492, https://doi.org/10.5194/gc-4-475-2021, https://doi.org/10.5194/gc-4-475-2021, 2021
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In response to the COVID-19 pandemic shutdown, we designed a virtual geology field camp based in the video game Minecraft. Students learned how to map geological features on the surface and in the subsurface using this fun and engaging platform. Students' perceptions of the course were positive, and they showed improvement in basic geologic skills between pre-assessment and post-assessment surveys. Students discussed career pathways and skills and fostered interpersonal relationships.
Madeline S. Marshall and Melinda C. Higley
Geosci. Commun., 4, 461–474, https://doi.org/10.5194/gc-4-461-2021, https://doi.org/10.5194/gc-4-461-2021, 2021
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We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of outcrops in Michigan, USA. There is a wide range of sedimentary and stratigraphic features encompassed in this locality, making it ideal for a comprehensive virtual field experience. The VFT undertakes all stages of a field project: students investigate outcrops and samples at multiple scales, and students report successfully learning how to interpret complex sedimentary environments
like a real geologist.
Kim Senger, Peter Betlem, Sten-Andreas Grundvåg, Rafael Kenji Horota, Simon John Buckley, Aleksandra Smyrak-Sikora, Malte Michel Jochmann, Thomas Birchall, Julian Janocha, Kei Ogata, Lilith Kuckero, Rakul Maria Johannessen, Isabelle Lecomte, Sara Mollie Cohen, and Snorre Olaussen
Geosci. Commun., 4, 399–420, https://doi.org/10.5194/gc-4-399-2021, https://doi.org/10.5194/gc-4-399-2021, 2021
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At UNIS, located at 78° N in Longyearbyen in Arctic Norway, we use digital outcrop models (DOMs) actively in a new course (
AG222 Integrated Geological Methods: From Outcrop To Geomodel) to solve authentic geoscientific challenges. DOMs are shared through the open-access Svalbox geoscientific portal, along with 360° imagery, subsurface data and published geoscientific data from Svalbard. Here we share experiences from the AG222 course and Svalbox, both before and during the Covid-19 pandemic.
Kevin H. Mahan, Michael G. Frothingham, and Ellen Alexander
Geosci. Commun., 4, 421–435, https://doi.org/10.5194/gc-4-421-2021, https://doi.org/10.5194/gc-4-421-2021, 2021
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We describe a virtual education module that encompasses many of the basic requirements of an advanced field exercise, including designing data collection strategies, synthesizing field and laboratory data, and communicating the results. Modules like the one shared here can successfully address some of the key learning objectives that are common to field-based capstone experiences while also fostering a more accessible and inclusive learning environment for all students.
Marleen Carolijn de Ruiter, Anaïs Couasnon, and Philip James Ward
Geosci. Commun., 4, 383–397, https://doi.org/10.5194/gc-4-383-2021, https://doi.org/10.5194/gc-4-383-2021, 2021
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Many countries can get hit by different hazards, such as earthquakes and floods. Generally, measures and policies are aimed at decreasing the potential damages of one particular hazard type despite their potential of having unwanted effects on other hazard types. We designed a serious game that helps professionals to improve their understanding of these potential negative effects of measures and policies that reduce the impacts of disasters across many different hazard types.
Niki Evelpidou, Anna Karkani, Giannis Saitis, and Evangelos Spyrou
Geosci. Commun., 4, 351–360, https://doi.org/10.5194/gc-4-351-2021, https://doi.org/10.5194/gc-4-351-2021, 2021
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Field trips, despite their significance in students' education, cannot be performed under the COVID-19 pandemic. Here, we evaluate virtual field trips, as an alternative to in situ field work and as a means of preparation for live field trips, considering students' views. They are useful for geoscience students and a good alternative during restriction periods; although they can't substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.
Rachel Bosch
Geosci. Commun., 4, 329–349, https://doi.org/10.5194/gc-4-329-2021, https://doi.org/10.5194/gc-4-329-2021, 2021
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In order to communicate the field-rich, complex concepts of karst geomorphology and hydrogeology to people who may not be able to access in-person field experiences, two virtual learning resources were created. Both karst activities, introductory and advanced, are available online in the Science Education Resource Center (SERC) Online Field Experiences repository. These and other activities from that SERC repository were incorporated into virtual capstone pathways for senior undergrad students.
George Sand França, Ricardo Cruccioli Ribeiro, Luana Rosa Soares, João Calmoni, Gabriel B. de França, and Paulo Eduardo Brito
Geosci. Commun., 4, 297–301, https://doi.org/10.5194/gc-4-297-2021, https://doi.org/10.5194/gc-4-297-2021, 2021
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Absurd theories have been gaining adherents without any criticism and, worse, consolidating. Thus, in order to find solutions for a better understanding of our real theories, the project "The Earth is Flat! Isn’t it?" was created, Which aims to use performing art as the main communicator to spread science. The first was of integration between science and art. The second was dramaturgy along with the creative process, and the third stage was the spectacle.
Solmaz Mohadjer, Sebastian G. Mutz, Matthew Kemp, Sophie J. Gill, Anatoly Ischuk, and Todd A. Ehlers
Geosci. Commun., 4, 281–295, https://doi.org/10.5194/gc-4-281-2021, https://doi.org/10.5194/gc-4-281-2021, 2021
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Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we created and classroom tested a series of earthquake education videos that were co-taught by school teachers and Earth scientists in the UK and Tajikistan. Comparison of the results reveals significant differences between students' views on the Earth's interior and why and where earthquakes occur.
Clare E. Bond and Adam J. Cawood
Geosci. Commun., 4, 233–244, https://doi.org/10.5194/gc-4-233-2021, https://doi.org/10.5194/gc-4-233-2021, 2021
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Virtual outcrop models are increasingly used in geoscience teaching, but their efficacy as a training tool for 3D thinking has been little tested. We find that using a virtual outcrop increases the participants' ability to choose the correct geological block model. That virtual outcrops are viewed positively, but only in a blended learning environment and not as a replacement for fieldwork, and virtual outcrop use could improve equality, diversity and inclusivity in geoscience.
Nicholas J. Kinar
Geosci. Commun., 4, 209–231, https://doi.org/10.5194/gc-4-209-2021, https://doi.org/10.5194/gc-4-209-2021, 2021
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Postsecondary advanced hydrology students often work with electronic sensing systems at field sites but are rarely given the opportunity to build and test electronic circuits used for collection of environmental data. Students constructed custom-designed circuits for water detection and environmental measurement. The circuits taught students about systems theory and hydrological models. This activity motivated learning and showed how circuits are used to collect data for model application.
Martin O. Archer, Jennifer DeWitt, Charlotte Thorley, and Olivia Keenan
Geosci. Commun., 4, 147–168, https://doi.org/10.5194/gc-4-147-2021, https://doi.org/10.5194/gc-4-147-2021, 2021
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We explore how best to support school students to experience undertaking research-level physics by evaluating provision in the PRiSE framework of
research in schoolsprojects. These experiences are received by students and teachers much more positively than typical forms of outreach. The intensive support offered is deemed necessary, with all elements appearing equally important. We suggest the framework could be adopted at other institutions applied to their own areas of scientific research.
Martin O. Archer
Geosci. Commun., 4, 189–208, https://doi.org/10.5194/gc-4-189-2021, https://doi.org/10.5194/gc-4-189-2021, 2021
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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, schools' ability to succeed at undertaking cutting-edge research appears independent of typical societal inequalities.
Adam J. Jeffery, Steven L. Rogers, Kelly L. A. Jeffery, and Luke Hobson
Geosci. Commun., 4, 95–110, https://doi.org/10.5194/gc-4-95-2021, https://doi.org/10.5194/gc-4-95-2021, 2021
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We investigate the potential use of Thinglink, an interactive imagery-based web platform, for the study of rocks, minerals, and fossils under the microscope. We disseminated a prototype which allowed users to view rock samples through a "virtual" microscope and gathered feedback from staff and students. Results were overwhelmingly positive and imply real interest in this style of resource. Such resources could help to enhance accessibility and inclusivity and could complement existing teaching.
Susanne Taina Ramalho Maciel, Caroline Siqueira Gomide, Thatianny Alves de Lima Silva, Gustavo Braga Alcântara, Cynara Kern, Elisabeth Andreoli, Lyvian Senna, and Leandro de Oliveira Evangelista
Geosci. Commun., 4, 83–93, https://doi.org/10.5194/gc-4-83-2021, https://doi.org/10.5194/gc-4-83-2021, 2021
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We present the results of a theatre-based project designed to promote gender equity in science, technology, engineering and mathematics disciplines. We use Theatre of the Oppressed techniques to promote discussions about issues concerning the access, permanence and ascension of women in exact and Earth sciences careers. The scenes are able to show that, in general, these issues relate to other causes, and the paternal culture, and reveal how all kinds of harassment can take place in academia.
Denise Balmer
Geosci. Commun., 4, 33–41, https://doi.org/10.5194/gc-4-33-2021, https://doi.org/10.5194/gc-4-33-2021, 2021
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Earth science (rocks, soils, etc.) is often a subject area that causes concern for many primary school teachers and trainees who lack confidence in teaching it. The article describes and analyses the workshops offered by the Earth Science Education Unit led by enthusiastic Earth scientists. The reactions by participants to the appropriate level of practical suggestions, using cheap resources, shows how continuing professional development workshops provide valuable confidence-building sessions.
Bento Cavadas and Sara Aboim
Geosci. Commun., 4, 43–56, https://doi.org/10.5194/gc-4-43-2021, https://doi.org/10.5194/gc-4-43-2021, 2021
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This work presents the use of a digital educational resource, CreativeLab_Sci&Math | Plate Tectonics, which explores the PhETTM Plate Tectonics simulator in the context of pre-service teacher education. Results show that the digital educational resource contributed to pre-service teachers successfully achieving learning outcomes concerning the dynamics of plate tectonics.
Edward G. McGowan and Jazmin P. Scarlett
Geosci. Commun., 4, 11–31, https://doi.org/10.5194/gc-4-11-2021, https://doi.org/10.5194/gc-4-11-2021, 2021
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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. Suggested applications of the findings for educational environments are given, such as group projects in open-world games.
Aquiles Negrete
Geosci. Commun., 4, 1–9, https://doi.org/10.5194/gc-4-1-2021, https://doi.org/10.5194/gc-4-1-2021, 2021
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Narratives include several characteristics that make them memorable, understandable and enjoyable. Studying how memorable different ways of presenting information can be is a fundamental task for science communication in order to evaluate materials that not only need to be understood by the general public but also retained in the long-term as a part of the knowledge-appropriation process.
Jean-Luc Berenguer, Julien Balestra, Fabrice Jouffray, Fabrice Mourau, Françoise Courboulex, and Jean Virieux
Geosci. Commun., 3, 475–481, https://doi.org/10.5194/gc-3-475-2020, https://doi.org/10.5194/gc-3-475-2020, 2020
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An educational program, focusing on seismological activities at schools and on raising citizen awareness of natural hazards, has been active in France since 1995. Over this quarter century, different generations of students have learned 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.
Giuliana D'Addezio
Geosci. Commun., 3, 443–452, https://doi.org/10.5194/gc-3-443-2020, https://doi.org/10.5194/gc-3-443-2020, 2020
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This summary of 10 years of INGV’s calendar competitions for primary schools describes an experience of Earth science education through drawings. We have asked children to send drawings about Earth sciences and the dynamics of planet Earth. In addition to the competition, the drawings reflect impressions and thoughts and illustrate the children’s point of view. One can sense a great sensitivity, consideration, responsiveness and respect for the planet and a positive feeling towards science.
Ann C. Pizzorusso
Geosci. Commun., 3, 427–442, https://doi.org/10.5194/gc-3-427-2020, https://doi.org/10.5194/gc-3-427-2020, 2020
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In this age of environmental awareness, it is interesting to see how the ecological movement was created by a saint and an artist. The unlikely team of St. Francis and Giotto were revolutionaries – the former, with his ideas on natural philosophy, and the latter, who portrayed the geological landscape in a way that made any viewer aware of the majesty of God's creation. These two created a lasting legacy as they shaped our perspective on the environment over 700 years ago.
Olivia Nesci and Laura Valentini
Geosci. Commun., 3, 393–406, https://doi.org/10.5194/gc-3-393-2020, https://doi.org/10.5194/gc-3-393-2020, 2020
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We present a new approach in science communication that uses art, such as poetry and ancient music, to entice people to learn about landscapes. Our goal is to promote a deeper understanding of landscapes by integrating their origin and physical aesthetic with their cultural and artistic heritage. We aim to educate people to have a new perception, starting from a site's physical beauty, building on scientific study and cultural history, and arriving at the knowledge of its social importance.
Antonio Menghini, Stefano Pontani, Vincenzo Sapia, and Tiziana Lanza
Geosci. Commun., 3, 329–341, https://doi.org/10.5194/gc-3-329-2020, https://doi.org/10.5194/gc-3-329-2020, 2020
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The EMusic project aims to use music as a tool to explain, to a wide audience, the role of geophysics and geology in our society. By means of the sonification of the electromagnetic (EM) response of the Earth, we are able to accompany people on an imaginary voyage into the subsurface so that they can travel into the depths and into the past. In this way, the audience can learn about the geological evolution of the site, which is used as a natural stage, from where the EM data were collected.
Shiba Subedi, György Hetényi, and Ross Shackleton
Geosci. Commun., 3, 279–290, https://doi.org/10.5194/gc-3-279-2020, https://doi.org/10.5194/gc-3-279-2020, 2020
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We study the impact of an educational seismology program on earthquake awareness and preparedness in Nepal. We see that educational activities implemented in schools are effective at raising awareness levels and in improving adaptive capacities and preparedness for future earthquakes. Knowledge also reached the broader community though social learning, leading to broadscale awareness. The result observed in this study is encouraging for the continuation and expansion of the program.
Marina Locritani, Silvia Merlino, Sara Garvani, and Francesca Di Laura
Geosci. Commun., 3, 179–190, https://doi.org/10.5194/gc-3-179-2020, https://doi.org/10.5194/gc-3-179-2020, 2020
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This paper focuses on the use of games and illustrations in scientific outreach. This approach tries to make scientific concepts attractive to the general public by trying to reach people of all ages and social backgrounds. In this work, we would like to give a brief overview of some didactic tools, retracing the choices made while ideating them, thanks mainly to close collaboration with artists and illustrators.
Barbara Strobl, Simon Etter, H. J. Ilja van Meerveld, and Jan Seibert
Geosci. Commun., 3, 109–126, https://doi.org/10.5194/gc-3-109-2020, https://doi.org/10.5194/gc-3-109-2020, 2020
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Training can deter people from joining a citizen science project but may be needed to ensure good data quality. In this study, we found that an online game that was originally developed for data quality control in a citizen science project can be used for training as well. These findings are useful for the development of training strategies for other citizen science projects because they indicate that gamified approaches might be valuable scalable training methods.
Ignacio Arturo Ramirez-Gonzalez, Juan Antonio Añel, and Antonio Cid Samamed
Geosci. Commun., 3, 99–108, https://doi.org/10.5194/gc-3-99-2020, https://doi.org/10.5194/gc-3-99-2020, 2020
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In this paper, we present a practical approach to atmospheric sciences and air pollution based on project-based learning as a methodological foundation. For this goal, we visited 10 secondary schools where we presented the activity and introduced a laboratory practice based on the method of measuring tropospheric ozone with strips that react with ozone and turn a specific grade of blue. We analyse the advantage of this practice as a learning technique through surveys.
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Short summary
As computing and geophysical sensor components have become increasingly affordable over the past decade, it is now possible to build a cost-effective system for monitoring the Earth's natural magnetic field variations, in particular for space weather events, e.g. aurorae. Sensors available to the general public are ~ 100 times less sensitive than scientific instruments but only 1/100th of the price. We demonstrate a system that allows schools to contribute to a genuine scientific sensor network.
As computing and geophysical sensor components have become increasingly affordable over the past...
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