Sedimentary Rock! is a new tool that converts columnar sections into human hearing and rhythmic senses. It is easy to use, and learners understand that the strata consist of concepts of grain size and stratum thickness as they work to create a columnar section. Furthermore, the learners know that the stacks of strata represent the geological history, and the changes in grain size and thickness indicate the environmental changes.

We examine students’ perceived sense of belonging, its conditions, and its impact on learning in a climate change context in the ‘Environmental Changes at Higher Latitudes’ master’s programme. With high degree of mobility and little physical co-presence, the programme lacks traditional belonging factors. Interviews reveal three key constructs: familiarity, recognition, and relevance, crucial for climate and geoscience education.

Marine geophysicists produce little earthquakes that travel through the ocean and back to our receptors to understand the characteristics of the Earth's interior. However, this field of research is largely unknown. To expose this technique, we constructed an atelier at the core of which is a model that simulates data collection at sea. To evaluate our activity, we conducted quizzes which suggest our approach is efficient in presenting new concepts and bringing them to classes.

This study examines discipline-level engagement (i.e., funding, research, publications) with natural hazards across the geosciences, professional engagement (i.e., teaching, learning, work) among geoscientists in the United States, and assesses the integration of expert hazards knowledge into geoscientists' personal decision-making processes. The results of this study indicated a knowledge-action gap related to hazard engagement that appears to be systemic across the US geoscience discipline.

Many climate scientists intuitively fear their credibility decreases when they engage in advocacy. We find that the opposite is the case. By surveying almost 1000 Dutch adults, we found that the credibility of a fictional climate scientists who wrote an article about the greening of gardens was higher when that text included advocacy statements, compared to when it was neutral. This is because personalization increases the goodwill of readers for the academic who writes a text.