https://gc.copernicus.org/articles/ Combined list of the recent articles of the journal Geoscience Communication and the recent discussion forum Geoscience Communication Discussions en https://doi.org/10.5194/gc-9-331-2026 Finding Gaia: exploring climate change through gamification Maria Vittoria Gargiulo, Raffaella Russo, and Paolo Capuano Geosci. Commun., 9, 331–344, https://doi.org/10.5194/gc-9-331-2026, 2026 Understanding climate change is essential, but engaging students can be challenging. Our study investigates how gamification can enhance learning through Finding Gaia, a virtual treasure hunt where participants solve climate and geophysics-related challenges. The results show increased awareness, motivation, and knowledge retention, demonstrating that game-based learning can make complex scientific topics more accessible, engaging, and impactful. Mon, 03 Aug 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-311-2026 Digital field representations as a holistic approach to experiential learning in High Arctic geoscience field education Rafael K. Horota, Christian H. Eide, Kim Senger, Marius O. Jonassen, and Marie A. Vander Kloet Geosci. Commun., 9, 311–329, https://doi.org/10.5194/gc-9-311-2026, 2026 We explored how virtual tools can help students prepare for and reflect on outdoor learning in the Arctic. Using surveys from university courses in Svalbard, we found that digital field visits helped students feel more confident, better understand the landscape, and learn more effectively. These tools do not replace real fieldwork but make it more accessible and inclusive. Our research shows how technology can support hands-on learning in remote environments. Tue, 21 Jul 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-291-2026 Including cultural context improves communication outcomes for quaternary geoheritage: evidence from southeast Arabia Kenta Sayama, Husam Al Rawahi, Robert A. Fahey, Heather Viles, and Adrian G. Parker Geosci. Commun., 9, 291–310, https://doi.org/10.5194/gc-9-291-2026, 2026 Our study tested the impact of two videos about geological sites in southeast Arabia: one focusing solely on science, and another connecting these sites to the local culture. Both videos led to positive effects, but the one with cultural connections led to a more sustained interest and stronger attitudes toward protection, especially among non-specialists. This result suggests that human stories makes science communication on geology more effective and engaging for the public. Tue, 07 Jul 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-275-2026 Barriers and facilitators for using palaeoclimate evidence in UK climate decision making Laura Boyall, Alice Mary Milner, Klaus Dodds, and Celia Martin-Puertas Geosci. Commun., 9, 275–289, https://doi.org/10.5194/gc-9-275-2026, 2026 Climate decisions are often based on recent measurements, but records of past climates can show how the climate system act over longer periods. This study explored how information about past climates is currently used in UK policy decisions and its limitations in policy. Interviews with policy advisors and climate scientists showed strong interest in using past climate evidence, but poor communication was a limitation. Improving how evidence is shared will help strengthen climate decisions Tue, 30 Jun 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-261-2026 Make the invisible visible: reveal the magnetic field and air pollution to foster engagement in a community-based participatory research project Melina Macouin, Sonia Rousse, Sandrine Suchon, Loïc Drigo, Laure Laffont, Laurence Delville, Eva Vedel, Paul Antonio, Jean-François Léon, Arua da Silva Leite, Eva Schreck, and Fabrice Gangneron Geosci. Commun., 9, 261–274, https://doi.org/10.5194/gc-9-261-2026, 2026 We designed a hands-on science workshop using magnets to explore air pollution with citizens and children. The activities sparked curiosity, and encouraged participants to join a community air quality project. Our results show that discovery-based activities help create meaningful exchanges between science and society. Thu, 11 Jun 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-239-2026 Hello world! An interdisciplinary climate modelling course Ulrike Proske and Martin Staab Geosci. Commun., 9, 239–259, https://doi.org/10.5194/gc-9-239-2026, 2026 Climate models are not just physics translated into code, but they influence and are influenced by humans. Thus modelers need to learn not only the physical basis, but also the underlying motivations and uncertainties of the modeling approach. We develop a course at Bachelor level that aims to teach such interdisciplinary perspectives and show that it proves itself in practice. We share the material as inspiration to include more interdisciplinary content and reflection into modeling courses. Wed, 03 Jun 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-223-2026 Increasing earthquake awareness: seismo-at-school Switzerland Maren Böse, Nadja Valenzuela, György Hetényi, Romain Roduit, Irina Dallo, Kerstin Bircher, John Clinton, Urs Fässler, Florian Haslinger, Tanja Jaeger, Michèle Marti, Roman Racine, Anne Sauron, Shiba Subedi, and Stefan Wiemer Geosci. Commun., 9, 223–237, https://doi.org/10.5194/gc-9-223-2026, 2026 Although Switzerland faces moderate seismic hazard, earthquakes represent the natural risk with the greatest impact potential. As most residents have never experienced a damaging earthquake, education is critical for raising awareness and enhancing preparedness. In a recent project, we expanded the seismo@school program in Switzerland by developing new teaching materials in four languages, related classroom activities, and by installing Raspberry Shake seismometers in schools across the country. Thu, 21 May 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-185-2026 Multi-hazard risk assessment and management: pathways for the Sendai Framework and beyond Timothy Tiggeloven, Colin Raymond, Marleen C. de Ruiter, Jana Sillmann, Annegret H. Thieken, Sophie L. Buijs, Roxana Ciurean, Emma Cordier, Julia M. Crummy, Lydia Cumiskey, Kelley De Polt, Melanie Duncan, Davide M. Ferrario, Wiebke S. Jäger, Elco E. Koks, Nicole van Maanen, Heather J. Murdock, Jaroslav Mysiak, Sadhana Nirandjan, Benjamin Poschlod, Peter Priesmeier, Nivedita Sairam, Pia-Johanna Schweizer, Tristian R. Stolte, Marie-Luise Zenker, James E. Daniell, Alexander Fekete, Christian M. Geiß, Marc J. C. van den Homberg, Sirkku K. Juhola, Christian Kuhlicke, Karen Lebek, Robert Šakić Trogrlić, Stefan Schneiderbauer, Silvia Torresan, Cees J. van Westen, Judith N. Claassen, Bijan Khazai, Virginia Murray, Julius Schlumberger, and Philip J. Ward Geosci. Commun., 9, 185–221, https://doi.org/10.5194/gc-9-185-2026, 2026 Natural hazards like floods, earthquakes, and landslides are often interconnected which may create bigger problems than when they occur alone. We studied expert discussions from an international conference to understand how scientists and policymakers can better prepare for these multi-hazards and use new technologies to protect its communities while contributing to dialogues about future international agreements beyond the Sendai Framework and supporting global sustainability goals. Tue, 21 Apr 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-161-2026 Development of GreenDealz: a public engagement toolkit addressing critical raw materials and the EU Green Deal at informal education settings Lucy C. Blennerhassett, Geertje Schuitema, and Fergus McAuliffe Geosci. Commun., 9, 161–183, https://doi.org/10.5194/gc-9-161-2026, 2026 The need for critical raw materials to build green energy systems is not widely discussed between experts and the public, despite support for climate targets. This presents a clear gap in geoscience engagement. As such, we describe the development of a public engagement toolkit called ‘GreenDealz’ for use at informal settings like festivals. Refined through field testing, GreenDealz can act as an entertaining vehicle for conversation and has potential to enhance knowledge on this topic. Mon, 20 Apr 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-145-2026 Quantifying the impact of Skeptical Science rebuttals in reducing climate misperceptions John Cook, Bärbel Winkler, Collin J. H. M. Maessen, Timo Lubitz, Doug Bostrom, and Dana Nuccitelli Geosci. Commun., 9, 145–160, https://doi.org/10.5194/gc-9-145-2026, 2026 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. Thu, 02 Apr 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-139-2026 GC Insights: Designing for inquiry in virtual fieldwork Rie Hjørnegaard Malm, Kristen Rune Skalborg Hansen, Robert Evans, Lene Møller Madsen, Jesper Milán, Nicolas Thibaut, and Ben Kennedy Geosci. Commun., 9, 139–144, https://doi.org/10.5194/gc-9-139-2026, 2026 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. Thu, 02 Apr 2026 22:01:51 +0200 https://doi.org/10.5194/gc-9-127-2026 Development and Iterative Design of an educational game “Magma Pop” to teach undergraduate fractional crystallization concepts Sriparna Saha, Ben Kennedy, Alexander R. L. Nichols, Erik Brogt, Nikita Harris, and Simon Hoermann Geosci. Commun., 9, 127–138, https://doi.org/10.5194/gc-9-127-2026, 2026 Teaching topics like fractional crystallization and mineralogy can be challenging in university geology classes, because students often focus more on following steps than truly understanding the underlying concepts. To make learning more engaging, a serious educational game called Magma Pop was developed to illustrate fractional crystallization. Magma Pop demonstrates how the magma composition changes as minerals crystallize out in a gamified environment. Wed, 25 Mar 2026 22:01:51 +0100 https://doi.org/10.5194/gc-9-115-2026 ClimarisQ: What can we learn from playing a game for climate education? Davide Faranda, Lucas Taligrot, Pascal Yiou, and Nada Caud Geosci. Commun., 9, 115–125, https://doi.org/10.5194/gc-9-115-2026, 2026 We developed a free online game called ClimarisQ to help people better understand climate change and extreme weather. By playing the game, users learn how decisions about the environment, money, and public opinion affect future risks. We studied how players reacted and found that the game makes climate issues easier to grasp and encourages discussion. This shows that interactive tools like games can support learning and action on climate and environmental challenges. Fri, 27 Feb 2026 22:01:51 +0100 https://doi.org/10.5194/gc-9-101-2026 Organizing an Earthquake Learning Exhibition for transferring geoscience knowledge to the public: the example from Nepal Shiba Subedi, Nadja Valenzuela, Priyanka Dhami, Maren Böse, György Hetényi, Lauriane Chardot, Lok Bijaya Adhikari, Mukunda Bhattarai, Rabindra Prasad Dhakal, Sarah Houghton, and Bishal Nath Upreti Geosci. Commun., 9, 101–114, https://doi.org/10.5194/gc-9-101-2026, 2026 An interactive exhibition in Pokhara, Nepal, held on the tenth anniversary of the 2015 earthquake, helped school students understand why earthquakes occur and how to protect themselves. After taking part, most felt more confident and prepared, and many planned to share safety tips with their families and friends. This ripple effect shows how hands-on learning can spread awareness, inspire action, and help entire communities build resilience for future earthquakes. Fri, 30 Jan 2026 22:01:51 +0100 https://doi.org/10.5194/gc-9-87-2026 Science, art, and legends in geotourism: a multidisciplinary geotrail approach in Alagna Valsesia, Sesia Val Grande Geopark (NW Italy) Michele Guerini, Alice Ferrazza, and Gianluca D'Incà Levis Geosci. Commun., 9, 87–100, https://doi.org/10.5194/gc-9-87-2026, 2026 This project explores a creative way to connect geology and local culture in Alagna Valsesia, Italy. Working with local Walser people and contemporary artists, it produced an artist’s book that tells the story of the land through both science and tradition. The book guides visitors along a geotrail, offering a unique, engaging experience that makes Earth’s history more accessible while celebrating community heritage. Wed, 21 Jan 2026 22:01:51 +0100 https://doi.org/10.5194/gc-9-69-2026 The effect of advocacy on perceived credibility of climate scientists in a Dutch text on greening of gardens Erik van Sebille, Celine Weel, Rens Vliegenthart, and Mark Bos Geosci. Commun., 9, 69–86, https://doi.org/10.5194/gc-9-69-2026, 2026 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. Mon, 12 Jan 2026 22:01:51 +0100 https://doi.org/10.5194/gc-9-35-2026 The gap between attitudes and action within the US geoscience community's response to natural hazards Leila M. Gonzales, Christopher M. Keane, and Richard L. Bernknopf Geosci. Commun., 9, 35–67, https://doi.org/10.5194/gc-9-35-2026, 2026 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. Fri, 09 Jan 2026 22:01:51 +0100 https://doi.org/10.5194/gc-9-7-2026 Students' sense of belonging and its impact on effectively teaching about environmental changes in high latitudes during a master's programme Karoliina Särkelä, Janne J. Salovaara, Veli-Matti Vesterinen, Joula Siponen, Katariina Salmela-Aro, Laura Riuttanen, and Katja Anniina Lauri Geosci. Commun., 9, 7–19, https://doi.org/10.5194/gc-9-7-2026, 2026 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. Thu, 08 Jan 2026 22:01:51 +0100 https://doi.org/10.5194/gc-9-21-2026 How do we make a scan of Earth's oceanic crust? Milena Marjanović, Simon Besançon, Souradeep Mahato, David Hautemayou, and Ted Luc Geosci. Commun., 9, 21–33, https://doi.org/10.5194/gc-9-21-2026, 2026 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. Thu, 08 Jan 2026 22:01:51 +0100 https://doi.org/10.5194/gc-9-1-2026 GC Insights: “Sedimentary Rock!” – a web app that converts geological strata data into music Toshiyuki Kitazawa, Kazuaki Aoki, Hiroaki Yasutomo, and Takuma Kato Geosci. Commun., 9, 1–6, https://doi.org/10.5194/gc-9-1-2026, 2026 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. Tue, 06 Jan 2026 22:01:51 +0100