Articles | Volume 5, issue 3
https://doi.org/10.5194/gc-5-261-2022
© Author(s) 2022. 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-5-261-2022
© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Research article
| 
14 Sep 2022
Research article |
| 14 Sep 2022
| 14 Sep 2022
A snapshot sample on how COVID-19 impacted and holds up a mirror to European water education
Benjamin M. C. Fischer
CORRESPONDING AUTHOR
Department of Earth Sciences, Uppsala University, Uppsala, Sweden
Alexandru Tatomir
Department of Earth Sciences, Uppsala University, Uppsala, Sweden
Department of Applied Geology, University of Göttingen,
Göttingen, Germany
independent researcher
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Benjamin M. C. Fischer, Laura Morillas, Johanna Rojas Conejo, Ricardo Sánchez-Murillo, Andrea Suárez Serrano, Jay Frentress, Chih-Hsin Cheng, Monica Garcia, Stefano Manzoni, Mark S. Johnson, and Steve W. Lyon
Hydrol. Earth Syst. Sci. Discuss., https://doi.org/10.5194/hess-2020-404, https://doi.org/10.5194/hess-2020-404, 2020
Preprint withdrawn
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We investigated in an upland rice experiment in Costa Rica whether mixing biochar (a charcoal) in soils could increase the resilience of rainfed agriculture to climate variability. We found that rice plants with biochar had access to larger stores of water more consistently and thus could withstand seven extra dry days relative to rice grown in non-treated soils. However, biochar can complement, but not necessarily replace, other water management strategies.
B. M. C. Fischer, M. L. Mul, and H. H. G. Savenije
Hydrol. Earth Syst. Sci., 17, 2161–2170, https://doi.org/10.5194/hess-17-2161-2013, https://doi.org/10.5194/hess-17-2161-2013, 2013
Dejian Zhou, Alexandru Tatomir, and Martin Sauter
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In this study, a coupled thermo-hydro-mechanical (THM) model is implemented to simulate the processes of heat extraction, reservoir deformation, and groundwater flow in the fractured rock reservoir. The results show that the growth of the number and spacing of fracture zones can effectively decrease the pore pressure difference between injection and abstraction wells; it also increases the production temperature at the abstraction, the service life-spans, and total heat production rate.
Benjamin M. C. Fischer, Laura Morillas, Johanna Rojas Conejo, Ricardo Sánchez-Murillo, Andrea Suárez Serrano, Jay Frentress, Chih-Hsin Cheng, Monica Garcia, Stefano Manzoni, Mark S. Johnson, and Steve W. Lyon
Hydrol. Earth Syst. Sci. Discuss., https://doi.org/10.5194/hess-2020-404, https://doi.org/10.5194/hess-2020-404, 2020
Preprint withdrawn
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We investigated in an upland rice experiment in Costa Rica whether mixing biochar (a charcoal) in soils could increase the resilience of rainfed agriculture to climate variability. We found that rice plants with biochar had access to larger stores of water more consistently and thus could withstand seven extra dry days relative to rice grown in non-treated soils. However, biochar can complement, but not necessarily replace, other water management strategies.
Alexandru Tatomir, Christopher McDermott, Jacob Bensabat, Holger Class, Katriona Edlmann, Reza Taherdangkoo, and Martin Sauter
Adv. Geosci., 45, 185–192, https://doi.org/10.5194/adgeo-45-185-2018, https://doi.org/10.5194/adgeo-45-185-2018, 2018
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In the context of hydraulic fracturing we constructed a comprehensive FEP database and applied it to six key focused scenarios defined under the scope of FracRisk project (www.fracrisk.eu). The FEP database is ranked to show the relevance of each item in the FEP list per scenario. The main goal of the work is to illustrate the FEP database applicability to develop a conceptual model for regional-scale stray gas migration.
Aaron Peche, Matthias Halisch, Alexandru Bogdan Tatomir, and Martin Sauter
Solid Earth, 7, 727–739, https://doi.org/10.5194/se-7-727-2016, https://doi.org/10.5194/se-7-727-2016, 2016
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In this case study, we compute georeservoir specific capillary pressure-saturation- interfacial area relationships by implementing a FEM-based two-phase flow model on μ-CT-based modelling domains. We propose a recommended practice for deriving a model and model setup for the successful modelling of such types of problems on micro-CT obtained geometries.
B. M. C. Fischer, M. L. Mul, and H. H. G. Savenije
Hydrol. Earth Syst. Sci., 17, 2161–2170, https://doi.org/10.5194/hess-17-2161-2013, https://doi.org/10.5194/hess-17-2161-2013, 2013
Related subject area
Subject: Geoscience education | Keyword: Pedagogy
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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.
Thomas W. Wong Hearing, Stijn Dewaele, Stijn Albers, Julie De Weirdt, and Marc De Batist
EGUsphere, https://doi.org/10.5194/egusphere-2023-766, https://doi.org/10.5194/egusphere-2023-766, 2023
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Field skills training is an important part of geoscience education, but long field courses away from home can be barriers to geoscience education and mean that students don't 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. We show that using more accessible, local training resources like the Rock Garden increases students' confidence during real-world field work.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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Short summary
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.
The aim of this paper is to communicate results of our survey giving a first overview and...
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