Articles | Volume 1, issue 1
https://doi.org/10.5194/gc-1-35-2018
© 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-1-35-2018
© Author(s) 2018. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Research article
| 
06 Dec 2018
Research article |
| 06 Dec 2018
| 06 Dec 2018
Can seasonal hydrological forecasts inform local decisions and actions? A decision-making activity
Jessica L. Neumann
CORRESPONDING AUTHOR
Department of Geography and Environmental Science, University of
Reading, Reading, UK
Louise Arnal
Department of Geography and Environmental Science, University of
Reading, Reading, UK
European Centre for Medium-Range Weather
Forecasts (ECWMF), Reading, UK
Rebecca E. Emerton
Department of Geography and Environmental Science, University of
Reading, Reading, UK
European Centre for Medium-Range Weather
Forecasts (ECWMF), Reading, UK
Helen Griffith
Department of Geography and Environmental Science, University of
Reading, Reading, UK
Stuart Hyslop
Environment Agency, Kings Meadow
House, Reading, UK
Sofia Theofanidi
Department of Geography and Environmental Science, University of
Reading, Reading, UK
Hannah L. Cloke
Department of Geography and Environmental Science, University of
Reading, Reading, UK
Department of Meteorology, University of
Reading, Reading, UK
Department of Earth Sciences, Uppsala,
Sweden
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Louise Arnal, Liz Anspoks, Susan Manson, Jessica Neumann, Tim Norton, Elisabeth Stephens, Louise Wolfenden, and Hannah Louise Cloke
Geosci. Commun., 3, 203–232, https://doi.org/10.5194/gc-3-203-2020, https://doi.org/10.5194/gc-3-203-2020, 2020
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Jamie Towner, Hannah L. Cloke, Ervin Zsoter, Zachary Flamig, Jannis M. Hoch, Juan Bazo, Erin Coughlan de Perez, and Elisabeth M. Stephens
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This study presents an intercomparison analysis of eight global hydrological models (GHMs), assessing their ability to simulate peak river flows in the Amazon basin. Results indicate that the meteorological input is the most influential component of the hydrological modelling chain, with the recent ERA-5 reanalysis dataset significantly improving the ability to simulate flood peaks in the Peruvian Amazon. In contrast, calibration of the Lisflood routing model was found to have no impact.
Sazzad Hossain, Hannah L. Cloke, Andrea Ficchì, Andrew G. Turner, and Elisabeth Stephens
Hydrol. Earth Syst. Sci. Discuss., https://doi.org/10.5194/hess-2019-286, https://doi.org/10.5194/hess-2019-286, 2019
Manuscript not accepted for further review
Rebecca Emerton, Ervin Zsoter, Louise Arnal, Hannah L. Cloke, Davide Muraro, Christel Prudhomme, Elisabeth M. Stephens, Peter Salamon, and Florian Pappenberger
Geosci. Model Dev., 11, 3327–3346, https://doi.org/10.5194/gmd-11-3327-2018, https://doi.org/10.5194/gmd-11-3327-2018, 2018
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Global overviews of upcoming flood and drought events are key for many applications from agriculture to disaster risk reduction. Seasonal forecasts are designed to provide early indications of such events weeks or even months in advance. This paper introduces GloFAS-Seasonal, the first operational global-scale seasonal hydro-meteorological forecasting system producing openly available forecasts of high and low river flow out to 4 months ahead.
Louise Arnal, Hannah L. Cloke, Elisabeth Stephens, Fredrik Wetterhall, Christel Prudhomme, Jessica Neumann, Blazej Krzeminski, and Florian Pappenberger
Hydrol. Earth Syst. Sci., 22, 2057–2072, https://doi.org/10.5194/hess-22-2057-2018, https://doi.org/10.5194/hess-22-2057-2018, 2018
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This paper presents a new operational forecasting system (driven by atmospheric forecasts), predicting river flow in European rivers for the next 7 months. For the first month only, these river flow forecasts are, on average, better than predictions that do not make use of atmospheric forecasts. Overall, this forecasting system can predict whether abnormally high or low river flows will occur in the next 7 months in many parts of Europe, and could be valuable for various applications.
Louise Arnal, Maria-Helena Ramos, Erin Coughlan de Perez, Hannah Louise Cloke, Elisabeth Stephens, Fredrik Wetterhall, Schalk Jan van Andel, and Florian Pappenberger
Hydrol. Earth Syst. Sci., 20, 3109–3128, https://doi.org/10.5194/hess-20-3109-2016, https://doi.org/10.5194/hess-20-3109-2016, 2016
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Forecasts are produced as probabilities of occurrence of specific events, which is both an added value and a challenge for users. This paper presents a game on flood protection, "How much are you prepared to pay for a forecast?", which investigated how users perceive the value of forecasts and are willing to pay for them when making decisions. It shows that users are mainly influenced by the perceived quality of the forecasts, their need for the information and their degree of risk tolerance.
Dave MacLeod, Hannah Cloke, Florian Pappenberger, and Antje Weisheimer
Hydrol. Earth Syst. Sci., 20, 2737–2743, https://doi.org/10.5194/hess-20-2737-2016, https://doi.org/10.5194/hess-20-2737-2016, 2016
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Soil moisture memory is a key aspect of seasonal climate predictions, through feedback between the land surface and the atmosphere. Estimates have been made of the length of soil moisture memory; however, we show here how estimates of memory show large variation with uncertain model parameters. Explicit representation of model uncertainty may then improve the realism of simulations and seasonal climate forecasts.
G. Balsamo, C. Albergel, A. Beljaars, S. Boussetta, E. Brun, H. Cloke, D. Dee, E. Dutra, J. Muñoz-Sabater, F. Pappenberger, P. de Rosnay, T. Stockdale, and F. Vitart
Hydrol. Earth Syst. Sci., 19, 389–407, https://doi.org/10.5194/hess-19-389-2015, https://doi.org/10.5194/hess-19-389-2015, 2015
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ERA-Interim/Land is a global land surface reanalysis covering the period 1979–2010. It describes the evolution of soil moisture, soil temperature and snowpack. ERA-Interim/Land includes a number of parameterization improvements in the land surface scheme with respect to the original ERA-Interim and a precipitation bias correction based on GPCP. A selection of verification results show the added value in representing the terrestrial water cycle and its main land surface storages and fluxes.
C. C. Sampson, T. J. Fewtrell, F. O'Loughlin, F. Pappenberger, P. B. Bates, J. E. Freer, and H. L. Cloke
Hydrol. Earth Syst. Sci., 18, 2305–2324, https://doi.org/10.5194/hess-18-2305-2014, https://doi.org/10.5194/hess-18-2305-2014, 2014
F. Wetterhall, F. Pappenberger, L. Alfieri, H. L. Cloke, J. Thielen-del Pozo, S. Balabanova, J. Daňhelka, A. Vogelbacher, P. Salamon, I. Carrasco, A. J. Cabrera-Tordera, M. Corzo-Toscano, M. Garcia-Padilla, R. J. Garcia-Sanchez, C. Ardilouze, S. Jurela, B. Terek, A. Csik, J. Casey, G. Stankūnavičius, V. Ceres, E. Sprokkereef, J. Stam, E. Anghel, D. Vladikovic, C. Alionte Eklund, N. Hjerdt, H. Djerv, F. Holmberg, J. Nilsson, K. Nyström, M. Sušnik, M. Hazlinger, and M. Holubecka
Hydrol. Earth Syst. Sci., 17, 4389–4399, https://doi.org/10.5194/hess-17-4389-2013, https://doi.org/10.5194/hess-17-4389-2013, 2013
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Climate denial in the classroom is the focus of this review, which provides a summary of the climate-denial organizations that are the leading offenders in manipulating climate education in schools.
Peter Betlem, Nil Rodes, Sara Mollie Cohen, and Marie A. Vander Kloet
Geosci. Commun., 8, 51–65, https://doi.org/10.5194/gc-8-51-2025, https://doi.org/10.5194/gc-8-51-2025, 2025
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Together with our students, we co-created two open geoscientific course modules using the Jupyter Book framework. Students were happy with the framework's accessibility, inclusivity, interactivity, and multimedia content and eagerly contributed to the educational materials through the GitHub backend when given the opportunity. Our efforts are an important step in the development of geoscientific open educational content co-created by technical experts, social scientists, and students alike.
Lewis J. Alcott and Taylor Maavara
Geosci. Commun., 8, 47–50, https://doi.org/10.5194/gc-8-47-2025, https://doi.org/10.5194/gc-8-47-2025, 2025
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Public perception of climate change impacts on environmental systems is primarily driven by exposure to different forms of media. Here, we inspect the ever-growing public discourse around climate change over the last 30 years and assess perceptions gained from the largest media franchise worldwide, Pokémon. We highlight the growth of the acknowledgement of anthropogenic change, keeping track with the step-by-step increases in public exposure to climate change.
Azim Zulhilmi, Yuichi S. Hayakawa, and Daniel R. Newman
EGUsphere, https://doi.org/10.5194/egusphere-2025-129, https://doi.org/10.5194/egusphere-2025-129, 2025
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We conducted an immersive virtual reality (VR) lecture to teach geoscience topics to middle school students at an international school in Japan. The lecture proved both engaging and motivational for the students, with its primary strength lying in its ability to captivate their attention and foster a sense of freedom. While the results suggest that VR has the potential to be integrated into the broader geoscience curricula, further refinement is necessary to maximize its effectiveness.
Rachel L. Wellman, Anne Henderson, Ray Coleman, Christopher Hill, and Bradford T. Davey
Geosci. Commun., 8, 1–46, https://doi.org/10.5194/gc-8-1-2025, https://doi.org/10.5194/gc-8-1-2025, 2025
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The Climate Resilience and Education for Dedicated Youth (Climate READY) program was designed to teach 15–17-year-old students in low socio-economic communities to be agents of change in their community and to help prepare south Florida for the hazards of climate change. Students were taught the basics of climate, ways to be resilient to change, and how to become engaged with their communities. Students felt more prepared, confident, and able to communicate within their communities.
Kim Senger, Grace Shephard, Fenna Ammerlaan, Owen Anfinson, Pascal Audet, Bernard Coakley, Victoria Ershova, Jan Inge Faleide, Sten-Andreas Grundvåg, Rafael Kenji Horota, Karthik Iyer, Julian Janocha, Morgan Jones, Alexander Minakov, Margaret Odlum, Anna Sartell, Andrew Schaeffer, Daniel Stockli, Marie Annette Vander Kloet, and Carmen Gaina
Geosci. Commun., 7, 267–295, https://doi.org/10.5194/gc-7-267-2024, https://doi.org/10.5194/gc-7-267-2024, 2024
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The article describes a course that we have developed at the University Centre in Svalbard that covers many aspects of Arctic geology. The students experience this course through a wide range of lecturers, focussing both on the small and larger scales and covering many geoscientific disciplines.
Thomas Mölg, Jan C. Schubert, Annette Debel, Steffen Höhnle, Kathy Steppe, Sibille Wehrmann, and Achim Bräuning
Geosci. Commun., 7, 215–225, https://doi.org/10.5194/gc-7-215-2024, https://doi.org/10.5194/gc-7-215-2024, 2024
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We examine the understanding of weather and climate impacts on forest health in high school students. Climate physics, tree ring science, and educational research collaborate to provide an online platform that captures the students’ observations, showing they translate the measured weather and basic tree responses well. However, students hardly ever detect the causal connections. This result will help refine future classroom concepts and public climate change communication on changing forests.
Minja Sillanpää, AnaCapri Mauro, Minttu Hänninen, Sam Illingworth, and Mo Hamza
Geosci. Commun., 7, 167–193, https://doi.org/10.5194/gc-7-167-2024, https://doi.org/10.5194/gc-7-167-2024, 2024
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Minions of Disruptions is a climate change game designed as a communication tool for groups that do not regularly engage with the topic. In our research, we find that the game is liked by the general public because it encourages collective action. This is important because most local climate challenges can only be solved by groups and because gameplay can increase collaboration. The results of this study may be used to develop communication tools that better consider the needs of the audiences.
Chelsea N. Peters
Geosci. Commun., 7, 81–90, https://doi.org/10.5194/gc-7-81-2024, https://doi.org/10.5194/gc-7-81-2024, 2024
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In this paper, I describe two projects that use children's books as science communication tools. The first project is the writing, illustration, translation, and distribution of a children's book that describes the environment of coastal Bangladesh. The second project is an undergraduate course that requires students to produce a children's book on a scientific topic. Both projects demonstrate the potential impact of children's books on students, scientists, and local communities.
Mohammad Mizan-Rahman
Geosci. Commun., 7, 63–79, https://doi.org/10.5194/gc-7-63-2024, https://doi.org/10.5194/gc-7-63-2024, 2024
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The study demonstrates that environmentally driven animated films can shape the discourse of their audiences. This study also demonstrates how narratives from films such as The Lorax and Tomorrow can lead an audience to consider large-scale environmental issues.
Thomas W. Wong Hearing, Stijn Dewaele, Stijn Albers, Julie De Weirdt, and Marc De Batist
Geosci. Commun., 7, 17–33, https://doi.org/10.5194/gc-7-17-2024, https://doi.org/10.5194/gc-7-17-2024, 2024
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Field skills training is an integral part of geoscience education, but long field courses away from home can be barriers to accessing that education and mean that students do not get regular field skills practice. We built the Rock Garden, an on-campus field course at Ghent University, Belgium, to make our field skills training more accessible. Here, we present preliminary data that suggest on-campus field skills training provision can increase students' confidence during real-world fieldwork.
Francesca Munerol, Francesco Avanzi, Eleonora Panizza, Marco Altamura, Simone Gabellani, Lara Polo, Marina Mantini, Barbara Alessandri, and Luca Ferraris
Geosci. Commun., 7, 1–15, https://doi.org/10.5194/gc-7-1-2024, https://doi.org/10.5194/gc-7-1-2024, 2024
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To contribute to advancing education in a warming climate and prepare the next generations to play their role in future societies, we designed “Water and Us”, a three-module initiative focusing on the natural and anthropogenic water cycle, climate change, and conflicts. This study aims to introduce the initiative's educational objectives, methods, and early results.
Derek D. V. Leung and Paige E. dePolo
Geosci. Commun., 6, 125–129, https://doi.org/10.5194/gc-6-125-2023, https://doi.org/10.5194/gc-6-125-2023, 2023
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We used 3D-printed building blocks (TotBlocks) in an undergraduate optical mineralogy lab session to illustrate the links between crystal structures and the properties of minerals. Students built mica, pyroxene, and amphibole structures. We observed an improved understanding of cleavage (how minerals break) and pleochroism (how light interacts with minerals), but understanding did not improve with more abstract concepts. TotBlocks hold potential as a teaching tool in mineralogy classrooms.
Oliver Wings, Jan Fischer, Joschua Knüppe, Henning Ahlers, Sebastian Körnig, and Arila-Maria Perl
Geosci. Commun., 6, 45–74, https://doi.org/10.5194/gc-6-45-2023, https://doi.org/10.5194/gc-6-45-2023, 2023
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We give an overview of influential comics and graphic novels on paleontological themes, especially dinosaurs. We explain their different forms of representation and narration, and how they were influenced by the contemporary state of knowledge. The second part deals with the creation of the bilingual graphic novel EUROPASAURUS – Life on Jurassic Islands, a textless comic book, and how this book was perceived by the public.
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.
Charles Jahren Conrad
EGUsphere, https://doi.org/10.5194/egusphere-2022-1356, https://doi.org/10.5194/egusphere-2022-1356, 2022
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I converted various CO2 records into music for the piano. This resulted in a statistical piece with five movements and includes musical elements. This conveys a truly unique sonic experience of climate change, and portrays the severe acceleration of emissions. The composition, playable on the piano, conveys climate urgency and the medium of music increases accessibility, audience, and memorability, conveying the immersive experience of climate change that the data deserves.
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.
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Short summary
Seasonal hydrological forecasts (SHF) can predict floods, droughts, and water use in the coming months, but little is known about how SHF are used for decision-making. We asked 11 water sector participants what decisions they would make when faced with a possible flood event in 6 weeks' time. Flood forecasters and groundwater hydrologists responded to the flood risk more than water supply managers. SHF need to be tailored for use and communicated more clearly if they are to aid decision-making.
Seasonal hydrological forecasts (SHF) can predict floods, droughts, and water use in the coming...
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