Preprints  

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 to communicate the uncertainty in spatial predictions by eliciting 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.

Virtual outcrop models are increasingly used in geoscience teaching, but their efficacy as a training tool for 3d thinking has not been tested. We find that use of a virtual outcrop increases participants ability to choose the correct geological block model. That virtual outcrops are viewed positively, but only in a blended learning environment not as a replacement for fieldwork, and that virtual outcrop use could improve equality, diversity and inclusivity in geoscience.

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 results reveal significant differences between students' views on the Earth's interior and why and where earthquakes occur.

GAIA 5.0 presents based on concepts from Plato to Poincaré, the Earth as hypersphere, and as complex living system embedded into a multi-dimensional dynamic space model based on 5-dimensional hyper-Euclidean geometry. It visualizes a coupled atmosphere-ocean dynamics model by using ECMWF reanalysis data sets of the very severe cyclonic storms (Luban & Titli) over the Arabian Sea and the Bay of Bengal (2016). Finally a discrete model for the formation of aerosol is suggested.

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, inclusivity, and could complement existing teaching.

We show that integrating evaluation tools both before and after a drop-in activity enables a demonstration of change and thus short-term impact. In our case, young families who listened to space sounds exhibited changed language and conceptions about space in their graffiti wall responses, exemplifying the power of sound in science communication. We suggest the method could be adopted by others in their drop-in engagement activities more broadly.

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. The least featured are pyroclastic density currents and volcanic gas emissions. Application of the findings from this paper will feed into an expanded.

This work presents the usage of a digital educational resource (DER) CreativeLab_Sci&Math | Plate Tectonics, that explores the PhET™ Plate Tectonics simulator, in the context of preservice teachers (PST) education in Portugal. Results show that the DER contributed for the successful PST' achievement of learning outcomes concerning plate tectonics dynamics.

Seismicity caused by hydraulic fracturing (fracking) has triggered moratoria and is a topic of public interest. In this paper we show that ambiguity and inconsistency of language around magnitude and scale challenges current understanding of perceived risk of induced seismicity, and risk communication. We call for multi-method approaches to understand perceived risks around geoenergy resources, and suggest to adopted a shared language framework to describe seismic events.

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, school students' ability to succeed at undertaking cutting-edge research appears independent of typical societal inequalities.

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

A scalable framework for protracted research-based engagement with schools which has transformed cutting-edge space science, astronomy, and particle physics into accessible 6-month independent research projects for schools. We explore the considerations made in developing it, detailing the structure, mentoring, and resources offered by active researchers. Evaluation shows this model supports students and teachers to have positive experiences with research, which has been regarded by researchers.

In this study, entries in an online collaborative dictionary in Turkey are analyzed. Topics of several earthquakes in Turkey and its surroundings are the focus of the study. Experience of the users during earthquakes are converted into a seismic intensity values which are compared with the models that are used for the prediction of the same metric. It is found that people's experience are correlated with the predictions up to certain distance.

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.

Earth science (rocks, soils etc.) is often a subject area that causes concern for many primary teachers and trainees who lack confidence in teaching it. The article describes and analyses the workshops offered by the Earth Science Education Unit (Keele) facilitated by enthusiastic earth scientists. The reactions by participants to the appropriate level practical suggestions using cheap resources shows how short CPD can provide valuable confidence building sessions.

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

Absurd theories have been gaining adherents without any criticism. And the worst: consolidating. Thus, in order to find solutions for a better understanding of our real theories, it was created the project "The Earth is Flat! Isn’t it? ", 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 paper brings in a scientific context a classical debate within the literary scholars' community: the sources that William Shakespeare used for the Tempest. The play is studied in the context of natural hazard, suggesting that geosciences can help to move the debate forward adding new elements. The paper collects then all the hints that can help placing the island in a Mediterranean context, indicating the playwright as a witness of volcanism in the Sicilian sea.

We have continued the interdisciplinary study on climate and music and have developed the crosscutting study plans on the climate and cultural understanding education, for promoting the Fundamental ESD Literacy. This review article re-integrates the results of our studies referring to our papers written in Japanese, mainly paying attention to the regional characteristics of the seasonal cycles and the songs/traditional seasonal events around Germany, Northern Europe and Japan.

We examine the role and potential of science museums in relation to the Chicxulub museum and research center in Yucatan, Mexico, built around the Chicxulub asteroid impact and the Cretaceous/Paleogene boundary mass extinction. What is the role of site museums and geological sites in outreach, education and geosciences communication? Natural history and geological museums with research components allow integrating ongoing up to date research advances, expanding their usefulness and capabilities.

We present the results of a theatre based project designed to promote gender equity in STEM disciplines. We use the Theatre of The oppressed techniques to promote discussions about gender issues concerning access, permanence and ascension of women in exact and earth sciences careers. The scenes are able to show that, in general, these issues relates between other causes, to structural paternal culture, and reveal how all kinds of harassment can take place in academia.

Everybody experiences weather and has, likely, a grasp on the notion of different climates. There are discussions on how to define climate, since climate is a policy-relevant topic. Here, I try to clarify why the saying Climate is what you expect, weather is what you get is an appropriate definition that, however, depends on the definition of what may be seen as weather.

The measurement of knowledge transfer is considered an important component of the overall performance assessment of research groups. It is, however, not a trivial task, because there is agreement on neither the definition nor on the logical structure of knowledge. In this paper related problems are summarized and approaches to the measurement of knowledge transfer are critically discussed.

A simulation tool has been realized with which the sensitivity of the Earth climate system to human interference can be studied. The tool is intended to offer users of the software, e.g. students in higher education, support in gaining insight into critical aspects of the climate system and thus counteracting common misconceptions with regard to the functioning of this system. The conceptual design of the tool is based on the paradigm learning as experimenting.