This GC Insights presents a virtual fieldwork module integrating 360 videos and inquiry-based learning to support geoscience education at the upper secondary level. The design enables students to engage in scientific practices, including data collection, interpretation, and hypothesis formation. The paper discusses how virtual environments can facilitate an exploratory learning and foster deeper conceptual understanding, when designed carefully as an inquiry lesson.

Visitors to Skeptical Science – a website debunking climate misinformation – were surveyed to measure if rebuttals changed their perceptions about climate change. Nearly half of visitors already believed in climate science, showing strong agreement with climate facts and strong disagreement with climate myths. For those who did not agree with climate facts, rebuttals successfully reduced belief in myths. The greatest improvement occurred with those who started with the most inaccurate views.