Preprints  

We examine the understanding of weather and climate impacts on forest health in high school students. Climate physics, tree ring science and educational research collaborate to provide an online platform that captures the students’ observations, showing they verbalize the measured weather and the basic tree responses well. However, students hardly detect the causal connections. This result will help refine future classroom concepts and public climate change communication on changing forests.

Walking with an air quality monitoring instruments and an air quality expert could be a better tool for improving citizen awareness. A pilot experiment was done where a group of citizen roam around the city of Kolkata, India with live air quality monitor and an expert. The feedback from the participants were taken which clearly indicate air pollution walk as an efficient tool of communicating air pollution.

In this paper, I describe two projects that use children's books as science communication tools. The first project is the writing, illustration, translation, and distribution of a children's book that describes the environment of coastal Bangladesh. The second project is an undergraduate course that requires students to produce a children's book on a scientific topic. Both projects demonstrate the potential impact of children's books on students, scientists, and local communities.

This paper tackles K-12 Earth Science (ES) education challenges, introducing the "Rocks Really Rock" Electronic field trip. Utilizing multimedia and storytelling via Web Google Earth, shows a significant positive shift in attitudes towards geology, careers, and literacy. Findings endorse EFT effectiveness, supporting dissemination in schools and homeschooling to enhance ES education.

Scientific research around water security in the Peruvian Andes rarely includes local perspectives or approaches which directly engage with local communities. Here we explore some key lessons learnt through a research project which collected perspectives on water quality issues in Peru via an app. Our research discusses the importance and challenges of engaging local participants, use of technology for data collection, and the need for integrating local perspectives with scientific observations.

To be able to adapt to climate change, stakeholders need to be informed about future uncertain climate change hazards. Using freely available output of global hydrological models, we quantified future local changes in water resources and their uncertainty. To communicate these in participatory processes, we propose using “percentile boxes” for supporting the development of flexible strategies for climate risk management worldwide, involving stakeholders and scientists.

To reverse the decline in global biodiversity and meet the targets set by the Kunming-Montreal Global Biodiversity Framework, we will need to make substantial changes across all sectors. This includes academia and the way in which research is conducted and communicated. In this article, we outline how the scientific community can embrace transdisciplinarity and connectivity, and support the integration of scientific evidence into the policymaking process.

Co-RISK is a workshop-based 'toolkit' to aid the co-creation of joint projects in various sectors (e.g. insurance, rail, power generation) impacted by natural hazard risks. There is a genuine need to quickly convert the latest insights from environmental research into real-world climate change adaptation strategies, and a gap exists for an accessible (i.e. open access, low-tech, zero cost) and practical solution tailored to assist with this.

Our study is concerned with how uncertainty in spatial information about environmental variables can be communicated to stakeholders to make decisions about sampling whilst considering the trade-off between sample effort and reducing uncertainty. We tested four approaches that relate sampling density and uncertainty by eliciting the opinions of end-users. End-users preferred the method not direct link to decision-making. More work is needed to develop and elucidate decision-specific approaches.

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.

A methodology is developed for assessing the quality of education in Water Resources Engineering as a sub-discipline of Civil Engineering. It is based on Klein's learning model and using the hybrid fuzzy-AHP-TOPSIS method. The relative closeness of universities as a performance evaluation criterion was obtained. The sensitivity analysis was performed based on some qualitative criteria on the model. This model of evaluation can have a considerable influence on the education improvement.

The study demonstrates that environmentally driven animated films can shape the discourse of their audiences. This study also demonstrates how narratives from films such as The Lorax and Tomorrow can lead an audience to consider large-scale environmental issues.

"Bold statements”, are motivating, easily conceived, but often inaccurate. The study seeks the origin, purpose, and threats of such statements in climate science communication. Bold statement communication is enforced by the urgency of climate change and is useful in raising public awareness and accelerating law-making. However, we demonstrate through three well-known case studies of bold statement communication that such communication strategies encompass risks as misinterpretation lurks.

To contribute advancing education in a warming climate and prepare next generations to play their role in future societies, we designed "Water and Us", a three-module initiative focusing on the natural and anthropogenic water cycle, climate change, and conflicts. Results from 40+ hours of events confirm that students are generally aware of climate change (90 %), but have sparse knowledge of the concrete actions that are in place to mitigate or adapt (up to 20 %).

Our pedagogic framework suggests that using living labs for educational purposes can provide environments where authentic activities and assessment can be readily provided, create an environment where students become stakeholders in adjunct processes, help educators work toward inclusive and authentic alternatives to residential fieldwork (where needed), and provide alternative fieldwork (and other activities) locations to help rationalise curricula financial and environmental footprints.

The news media has been identified as one of the ways weather hazard risk can be communicated. However, hazards become subject to newsworthiness. Here, it is presented that the media focus of Northern Hemisphere Summer 2021 was storms and flooding. This is despite the fact there were also a number of high profile extremes for heat waves, droughts and wildfires.

Current science communication initiatives in universities draws from media and journalism to encourage scientists to be competent communicators of their research in order to show the relevance of scientific knwowledge to societal concerns. An alternative but less popular source of inspiration is from marketing and public relations. Here, science communication is reappraised through the lens of three leading marketing paradigms: 'make and sell', 'sense and respind' and 'guide and co-create'.

Geoscience courses, such as geology and geomorphology, require not only classroom lessons and laboratory exercises, but field trips as well. Here, we performed a virtual navigation on Naxos Isl., Cyclades (Greece) for a series of virtual field trips, which took place during webinars in the framework of Erasmus+ CIVIS. Taking into consideration the feedback from 100 students we evaluate the effectiveness of virtual fieldtrips as an alternative form of education.

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 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.

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.