Articles | Volume 5, issue 4
https://doi.org/10.5194/gc-5-307-2022
© 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-5-307-2022
© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Research article
| 
06 Oct 2022
Research article |
| 06 Oct 2022
| 06 Oct 2022
Learning outcomes, learning support, and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions
School of Geosciences, University of Aberdeen, Kings College,
Aberdeen, AB24 3UE, UK
Jessica H. Pugsley
School of Geosciences, University of Aberdeen, Kings College,
Aberdeen, AB24 3UE, UK
Lauren Kedar
School of Geosciences, University of Aberdeen, Kings College,
Aberdeen, AB24 3UE, UK
Sarah R. Ledingham
School of Geosciences, University of Aberdeen, Kings College,
Aberdeen, AB24 3UE, UK
Marianna Z. Skupinska
School of Geosciences, University of Aberdeen, Kings College,
Aberdeen, AB24 3UE, UK
Tomasz K. Gluzinski
School of Geosciences, University of Aberdeen, Kings College,
Aberdeen, AB24 3UE, UK
Megan L. Boath
School of Geosciences, University of Aberdeen, Kings College,
Aberdeen, AB24 3UE, UK
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Adam J. Cawood, Hannah Watkins, Clare E. Bond, Marian J. Warren, and Mark A. Cooper
Solid Earth, 14, 1005–1030, https://doi.org/10.5194/se-14-1005-2023, https://doi.org/10.5194/se-14-1005-2023, 2023
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Here we test conceptual models of fracture development by investigating fractures across multiple scales. We find that most fractures increase in abundance towards the fold hinge, and we interpret these as being fold related. Other fractures at the site show inconsistent orientations and are unrelated to fold formation. Our results show that predicting fracture patterns requires the consideration of multiple geologic variables.
Lauren Kedar, Clare E. Bond, and David K. Muirhead
Solid Earth, 13, 1495–1511, https://doi.org/10.5194/se-13-1495-2022, https://doi.org/10.5194/se-13-1495-2022, 2022
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Raman spectroscopy of carbon-bearing rocks is often used to calculate peak temperatures and therefore burial history. However, strain is known to affect Raman spectral parameters. We investigate a series of deformed rocks that have been subjected to varying degrees of strain and find that there is a consistent change in some parameters in the most strained rocks, while other parameters are not affected by strain. We apply temperature calculations and find that strain affects them differently.
Alexander Schaaf, Miguel de la Varga, Florian Wellmann, and Clare E. Bond
Geosci. Model Dev., 14, 3899–3913, https://doi.org/10.5194/gmd-14-3899-2021, https://doi.org/10.5194/gmd-14-3899-2021, 2021
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Uncertainty is an inherent property of any model of the subsurface. We show how geological topology information – how different regions of rocks in the subsurface are connected – can be used to train uncertain geological models to reduce uncertainty. More widely, the method demonstrates the use of probabilistic machine learning (Bayesian inference) to train structural geological models on auxiliary geological knowledge that can be encoded in graph structures.
Jennifer J. Roberts, Clare E. Bond, and Zoe K. Shipton
Geosci. Commun., 4, 303–327, https://doi.org/10.5194/gc-4-303-2021, https://doi.org/10.5194/gc-4-303-2021, 2021
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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.
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.
Lucía Pérez-Díaz, Juan Alcalde, and Clare E. Bond
Solid Earth, 11, 889–897, https://doi.org/10.5194/se-11-889-2020, https://doi.org/10.5194/se-11-889-2020, 2020
Juan Alcalde, Clare E. Bond, Gareth Johnson, Armelle Kloppenburg, Oriol Ferrer, Rebecca Bell, and Puy Ayarza
Solid Earth, 10, 1651–1662, https://doi.org/10.5194/se-10-1651-2019, https://doi.org/10.5194/se-10-1651-2019, 2019
Cristina G. Wilson, Clare E. Bond, and Thomas F. Shipley
Solid Earth, 10, 1469–1488, https://doi.org/10.5194/se-10-1469-2019, https://doi.org/10.5194/se-10-1469-2019, 2019
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In this paper, we outline the key insights from decision-making research about how, when faced with uncertainty, humans constrain decisions through the use of heuristics (rules of thumb), making them vulnerable to systematic and suboptimal decision biases. We also review existing strategies to debias decision-making that have applicability in the geosciences, giving special attention to strategies that make use of information technology and artificial intelligence.
Alexander Schaaf and Clare E. Bond
Solid Earth, 10, 1049–1061, https://doi.org/10.5194/se-10-1049-2019, https://doi.org/10.5194/se-10-1049-2019, 2019
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Seismic reflection data allow us to infer subsurface structures such as horizon and fault surfaces. The interpretation of this indirect data source is inherently uncertainty, and our work takes a first look at the scope of uncertainties involved in the interpretation of 3-D seismic data. We show how uncertainties of fault interpretations can be related to data quality and discuss the implications for the 3-D modeling of subsurface structures derived from 3-D seismic data.
Johannes M. Miocic, Gareth Johnson, and Clare E. Bond
Solid Earth, 10, 951–967, https://doi.org/10.5194/se-10-951-2019, https://doi.org/10.5194/se-10-951-2019, 2019
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When carbon dioxide is introduced into the subsurface it will migrate upwards and can encounter faults, which, depending on their hydrogeological properties and composition, can form barriers or pathways for the migrating fluid. We analyse uncertainties associated with these properties in order to better understand the implications for the retention of CO2 in the subsurface. We show that faults that form seals for other fluids may not be seals for CO2, which has implications for storage sites.
Adam J. Cawood, Hannah Watkins, Clare E. Bond, Marian J. Warren, and Mark A. Cooper
Solid Earth, 14, 1005–1030, https://doi.org/10.5194/se-14-1005-2023, https://doi.org/10.5194/se-14-1005-2023, 2023
Short summary
Short summary
Here we test conceptual models of fracture development by investigating fractures across multiple scales. We find that most fractures increase in abundance towards the fold hinge, and we interpret these as being fold related. Other fractures at the site show inconsistent orientations and are unrelated to fold formation. Our results show that predicting fracture patterns requires the consideration of multiple geologic variables.
Lauren Kedar, Clare E. Bond, and David K. Muirhead
Solid Earth, 13, 1495–1511, https://doi.org/10.5194/se-13-1495-2022, https://doi.org/10.5194/se-13-1495-2022, 2022
Short summary
Short summary
Raman spectroscopy of carbon-bearing rocks is often used to calculate peak temperatures and therefore burial history. However, strain is known to affect Raman spectral parameters. We investigate a series of deformed rocks that have been subjected to varying degrees of strain and find that there is a consistent change in some parameters in the most strained rocks, while other parameters are not affected by strain. We apply temperature calculations and find that strain affects them differently.
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.
Simon J. Buckley, John A. Howell, Nicole Naumann, Conor Lewis, Magda Chmielewska, Kari Ringdal, Joris Vanbiervliet, Bowei Tong, Oliver S. Mulelid-Tynes, Dylan Foster, Gail Maxwell, and Jessica Pugsley
Geosci. Commun., 5, 67–82, https://doi.org/10.5194/gc-5-67-2022, https://doi.org/10.5194/gc-5-67-2022, 2022
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Virtual 3D models are becoming fundamental to support field-based geoscience, with drones and image-based modelling providing rapid workflows for generating 3D datasets for mapping and education. Here, we present V3Geo, a cloud-based repository to facilitate 3D model searching, reuse, sharing and visualisation. We highlight the potential value of V3Geo for the geoscience community with examples of scenarios in publication and teaching where the repository is already being employed.
Alexander Schaaf, Miguel de la Varga, Florian Wellmann, and Clare E. Bond
Geosci. Model Dev., 14, 3899–3913, https://doi.org/10.5194/gmd-14-3899-2021, https://doi.org/10.5194/gmd-14-3899-2021, 2021
Short summary
Short summary
Uncertainty is an inherent property of any model of the subsurface. We show how geological topology information – how different regions of rocks in the subsurface are connected – can be used to train uncertain geological models to reduce uncertainty. More widely, the method demonstrates the use of probabilistic machine learning (Bayesian inference) to train structural geological models on auxiliary geological knowledge that can be encoded in graph structures.
Jennifer J. Roberts, Clare E. Bond, and Zoe K. Shipton
Geosci. Commun., 4, 303–327, https://doi.org/10.5194/gc-4-303-2021, https://doi.org/10.5194/gc-4-303-2021, 2021
Short summary
Short summary
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.
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
Short summary
Short summary
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.
Lucía Pérez-Díaz, Juan Alcalde, and Clare E. Bond
Solid Earth, 11, 889–897, https://doi.org/10.5194/se-11-889-2020, https://doi.org/10.5194/se-11-889-2020, 2020
Juan Alcalde, Clare E. Bond, Gareth Johnson, Armelle Kloppenburg, Oriol Ferrer, Rebecca Bell, and Puy Ayarza
Solid Earth, 10, 1651–1662, https://doi.org/10.5194/se-10-1651-2019, https://doi.org/10.5194/se-10-1651-2019, 2019
Cristina G. Wilson, Clare E. Bond, and Thomas F. Shipley
Solid Earth, 10, 1469–1488, https://doi.org/10.5194/se-10-1469-2019, https://doi.org/10.5194/se-10-1469-2019, 2019
Short summary
Short summary
In this paper, we outline the key insights from decision-making research about how, when faced with uncertainty, humans constrain decisions through the use of heuristics (rules of thumb), making them vulnerable to systematic and suboptimal decision biases. We also review existing strategies to debias decision-making that have applicability in the geosciences, giving special attention to strategies that make use of information technology and artificial intelligence.
Alexander Schaaf and Clare E. Bond
Solid Earth, 10, 1049–1061, https://doi.org/10.5194/se-10-1049-2019, https://doi.org/10.5194/se-10-1049-2019, 2019
Short summary
Short summary
Seismic reflection data allow us to infer subsurface structures such as horizon and fault surfaces. The interpretation of this indirect data source is inherently uncertainty, and our work takes a first look at the scope of uncertainties involved in the interpretation of 3-D seismic data. We show how uncertainties of fault interpretations can be related to data quality and discuss the implications for the 3-D modeling of subsurface structures derived from 3-D seismic data.
Johannes M. Miocic, Gareth Johnson, and Clare E. Bond
Solid Earth, 10, 951–967, https://doi.org/10.5194/se-10-951-2019, https://doi.org/10.5194/se-10-951-2019, 2019
Short summary
Short summary
When carbon dioxide is introduced into the subsurface it will migrate upwards and can encounter faults, which, depending on their hydrogeological properties and composition, can form barriers or pathways for the migrating fluid. We analyse uncertainties associated with these properties in order to better understand the implications for the retention of CO2 in the subsurface. We show that faults that form seals for other fluids may not be seals for CO2, which has implications for storage sites.
Related subject area
Subject: Geoscience education | Keyword: Pedagogy
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Philip J. Heron and Jamie A. Williams
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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.
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.
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
Short summary
Short summary
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
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.
Virtual field trips are used to engage students who are unable to go into the field with...
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