Ethical issues in science include research misconduct and the rightful treatment of people, animals, the environment and our planet. Based on interviews with 13 scientists, we identify a framework of virtues, and corresponding vices, in modern science. We employ the narrative structure of the late medieval poem The Divine Comedy, by Dante Alighieri, and draw on its moral universe to explore the scientific virtues and the role of virtue ethics in science.

We explore how best to support school students to experience undertaking research-level physics by evaluating provision in the PRiSE framework of research in schools projects. 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.

The impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based on 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.

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.

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.

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.

Our study is concerned with how the uncertainty in spatial information about environmental variables can be communicated to stakeholders who must use this information to make decisions. We tested five methods for communicating the uncertainty in spatial predictions by eliciting the opinions of end-users about the usefulness of the methods. End-users preferred methods based on the probability that concentrations are below or above a nutritionally significant threshold.

Here we present a science museum, which is special in that it is built around an event in geological time representing a turning point in the planet's history and which brings together the Earth system components. The museum is part of a research complex in the Yucatan Science and Technology Park in Mexico. The museum exhibits on the Chicxulub impact, mass extinction and Cretaceous–Paleogene boundary provide an engaging context for effective geoscience communication, outreach and education.

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.

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.

The potential for hydraulic fracturing (fracking) to induce seismicity is a topic of widespread interest. We find that terms used to describe induced seismicity are poorly defined and ambiguous and do not translate into everyday language. Such bad language has led to challenges in understanding, perceiving, and communicating risks around seismicity and fracking. Our findings and recommendations are relevant to other geoenergy topics that are potentially associated with induced seismicity.

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.