Bikem Ekberzade, A. R. Carrasco, Adam Izdebski, Adriano Sofo, A. Larsen, Felicia O. Akinyemi, V. Bruckman, Noel Baker, Simon Clark, Chloe Hill
Abstract. According to a 2019 United Nations report, of all the known species, up to 1 million face extinction globally. Despite being considered a pressing global risk with several international efforts to protect and to restore, biodiversity loss and the degradation of ecosystems continue at an alarming rate. In December 2022, the UN Biodiversity Conference (COP15) saw the adoption of the Kunming-Montreal Global Biodiversity Framework, where four overarching international goals for biodiversity and 23 targets were set. While this is a positive step towards addressing the drivers of biodiversity loss, we will need not just public and political will but also more effective methods to integrate and use scientific information to reach the goals and targets outlined. To facilitate this, scientists and research institutions need to establish alternative and new approaches to transform the way science is conducted, communicated, and integrated into the policymaking process. This will require the scientific community to become proficient at working in interdisciplinary and transdisciplinary teams, establishing connectivity across scientific disciplines and engaging in the policymaking process to ensure that the best available scientific evidence is not only comprehensible to decision-makers but also timely and relevant. This commentary details how scientists can embrace transformative change within and outside of their own communities to increase the impact of their research and help reach global targets that benefit society.
{"title":"GC Insights: Fostering transformative change for biodiversity restoration through transdisciplinary research","authors":"Bikem Ekberzade, A. R. Carrasco, Adam Izdebski, Adriano Sofo, A. Larsen, Felicia O. Akinyemi, V. Bruckman, Noel Baker, Simon Clark, Chloe Hill","doi":"10.5194/gc-7-57-2024","DOIUrl":"https://doi.org/10.5194/gc-7-57-2024","url":null,"abstract":"Abstract. According to a 2019 United Nations report, of all the known species, up to 1 million face extinction globally. Despite being considered a pressing global risk with several international efforts to protect and to restore, biodiversity loss and the degradation of ecosystems continue at an alarming rate. In December 2022, the UN Biodiversity Conference (COP15) saw the adoption of the Kunming-Montreal Global Biodiversity Framework, where four overarching international goals for biodiversity and 23 targets were set. While this is a positive step towards addressing the drivers of biodiversity loss, we will need not just public and political will but also more effective methods to integrate and use scientific information to reach the goals and targets outlined. To facilitate this, scientists and research institutions need to establish alternative and new approaches to transform the way science is conducted, communicated, and integrated into the policymaking process. This will require the scientific community to become proficient at working in interdisciplinary and transdisciplinary teams, establishing connectivity across scientific disciplines and engaging in the policymaking process to ensure that the best available scientific evidence is not only comprehensible to decision-makers but also timely and relevant. This commentary details how scientists can embrace transformative change within and outside of their own communities to increase the impact of their research and help reach global targets that benefit society.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"12 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139883488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thomas W. Wong Hearing, Stijn Dewaele, Stijn Albers, Julie De Weirdt, M. De Batist
Abstract. The Rock Garden is a new on-campus field skills training resource at Ghent University that was developed to increase the accessibility of geological field skills training and to provide students with more opportunities for such training. Developing specific field skills is integral to geoscience education and is typically concentrated into whole-day or longer field courses. These field courses have exceptional educational value, as they draw together multiple strands of classroom theory and practical laboratory learning. However, field courses are expensive and time-intensive to run, and they can present physical, financial, and cultural barriers to accessing geoscience education. Moreover, the relative infrequency of field courses over a degree programme means that key skills go unused for long intervals and that students can lose confidence in their application of these skills. To tackle the inaccessibility of field skills training, made more pronounced in light of the COVID-19 pandemic, we built the Rock Garden: an artificial geological mapping training area that emulates a real-world mapping exercise in Belgium. We have integrated the Rock Garden into our geological mapping training courses and have used it to partially mitigate the disadvantages related to COVID-19 travel restrictions. Using the Rock Garden as a refresher exercise before a real-world geological mapping exercise increased students' confidence in their field skills, and students whose education was disrupted by the COVID-19 pandemic produced work of a similar quality to students from pre-pandemic cohorts. Developing a campus-based resource makes field training locally accessible, giving students more opportunities to practise their field skills and, consequently, more confidence in their abilities.
{"title":"The Rock Garden: a preliminary assessment of how campus-based field skills training impacts student confidence in real-world fieldwork","authors":"Thomas W. Wong Hearing, Stijn Dewaele, Stijn Albers, Julie De Weirdt, M. De Batist","doi":"10.5194/gc-7-17-2024","DOIUrl":"https://doi.org/10.5194/gc-7-17-2024","url":null,"abstract":"Abstract. The Rock Garden is a new on-campus field skills training resource at Ghent University that was developed to increase the accessibility of geological field skills training and to provide students with more opportunities for such training. Developing specific field skills is integral to geoscience education and is typically concentrated into whole-day or longer field courses. These field courses have exceptional educational value, as they draw together multiple strands of classroom theory and practical laboratory learning. However, field courses are expensive and time-intensive to run, and they can present physical, financial, and cultural barriers to accessing geoscience education. Moreover, the relative infrequency of field courses over a degree programme means that key skills go unused for long intervals and that students can lose confidence in their application of these skills. To tackle the inaccessibility of field skills training, made more pronounced in light of the COVID-19 pandemic, we built the Rock Garden: an artificial geological mapping training area that emulates a real-world mapping exercise in Belgium. We have integrated the Rock Garden into our geological mapping training courses and have used it to partially mitigate the disadvantages related to COVID-19 travel restrictions. Using the Rock Garden as a refresher exercise before a real-world geological mapping exercise increased students' confidence in their field skills, and students whose education was disrupted by the COVID-19 pandemic produced work of a similar quality to students from pre-pandemic cohorts. Developing a campus-based resource makes field training locally accessible, giving students more opportunities to practise their field skills and, consequently, more confidence in their abilities.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"487 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Francesca Munerol, Francesco Avanzi, Eleonora Panizza, Marco Altamura, Simone Gabellani, Lara Polo, Marina Mantini, Barbara Alessandri, Luca Ferraris
Abstract. Climate change and water security are among the grand challenges of the 21st century, but literacy on these matters among high-school students is often unsystematic and/or detached from the real world. This study aims to introduce the educational objectives, methods, and early results of “Water and Us”, a three-module initiative that can contribute to advancing water education in a warming climate by focusing on the natural and anthropogenic water cycle, climate change, and emerging water conflicts. The method of Water and Us revolves around storytelling to aid understanding and generate new knowledge, learning by doing, a flipped-classroom environment, and a constant link to examples from the real world (such as ongoing droughts across the world or seeds of conflict regarding transnational river basins). Water and Us was established in 2021–2022 and, during that school year, involved ≥200 students as part of a proof of concept to test the complete didactic approach using small-scale experiments. Results from ≥40 h of proof-of-concept events confirmed the effectiveness of this approach with respect to conveying the essential elements of the natural and anthropogenic water cycle, the most commonly recurring concepts related to climate change and water as well as the possible conflicts and solutions related to water scarcity in a warming climate. The Water and Us team remains interested in networking with colleagues and potential recipients to upscale and further develop this work.
{"title":"Water and Us: tales and hands-on laboratories to educate about sustainable and nonconflictual water resources management","authors":"Francesca Munerol, Francesco Avanzi, Eleonora Panizza, Marco Altamura, Simone Gabellani, Lara Polo, Marina Mantini, Barbara Alessandri, Luca Ferraris","doi":"10.5194/gc-7-1-2024","DOIUrl":"https://doi.org/10.5194/gc-7-1-2024","url":null,"abstract":"Abstract. Climate change and water security are among the grand challenges of the 21st century, but literacy on these matters among high-school students is often unsystematic and/or detached from the real world. This study aims to introduce the educational objectives, methods, and early results of “Water and Us”, a three-module initiative that can contribute to advancing water education in a warming climate by focusing on the natural and anthropogenic water cycle, climate change, and emerging water conflicts. The method of Water and Us revolves around storytelling to aid understanding and generate new knowledge, learning by doing, a flipped-classroom environment, and a constant link to examples from the real world (such as ongoing droughts across the world or seeds of conflict regarding transnational river basins). Water and Us was established in 2021–2022 and, during that school year, involved ≥200 students as part of a proof of concept to test the complete didactic approach using small-scale experiments. Results from ≥40 h of proof-of-concept events confirmed the effectiveness of this approach with respect to conveying the essential elements of the natural and anthropogenic water cycle, the most commonly recurring concepts related to climate change and water as well as the possible conflicts and solutions related to water scarcity in a warming climate. The Water and Us team remains interested in networking with colleagues and potential recipients to upscale and further develop this work.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"90 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract. This review article is a written contribution to accompany the 2023 Katia and Maurice Krafft Award from the European Geosciences Union. Through a consideration of my own practice and that of the wider literature, I explore how creative approaches (primarily poetry and games) can enhance the diversification of geosciences and facilitate broader engagement in its research and governance. I propose a spectrum for geoscience communication, spanning from dissemination to participation, and contend that effective communication demands a creative approach, considering the requirements of diverse audiences. I offer practical recommendations and tactics for successful geoscience communication, including audience awareness, transparency, and engagement with varied communities. This article emphasises the significance of fostering increased recognition for science communication within geosciences and promoting wider engagement in its research and governance. It delivers valuable insights for researchers, educators, communicators, and policymakers interested in enhancing their communication skills and connecting with diverse audiences in the geoscience domain.
{"title":"A spectrum of geoscience communication: from dissemination to participation","authors":"Sam Illingworth","doi":"10.5194/gc-6-131-2023","DOIUrl":"https://doi.org/10.5194/gc-6-131-2023","url":null,"abstract":"Abstract. This review article is a written contribution to accompany the 2023 Katia and Maurice Krafft Award from the European Geosciences Union. Through a consideration of my own practice and that of the wider literature, I explore how creative approaches (primarily poetry and games) can enhance the diversification of geosciences and facilitate broader engagement in its research and governance. I propose a spectrum for geoscience communication, spanning from dissemination to participation, and contend that effective communication demands a creative approach, considering the requirements of diverse audiences. I offer practical recommendations and tactics for successful geoscience communication, including audience awareness, transparency, and engagement with varied communities. This article emphasises the significance of fostering increased recognition for science communication within geosciences and promoting wider engagement in its research and governance. It delivers valuable insights for researchers, educators, communicators, and policymakers interested in enhancing their communication skills and connecting with diverse audiences in the geoscience domain.","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"47 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135933897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract. Spatial thinking represents an ongoing challenge in geoscience education, but concrete manipulatives can bridge this gap by illustrating abstract concepts. In an undergraduate optical mineralogy lab session, TotBlocks were used to illustrate how crystal structures influence properties such as cleavage and pleochroism. More abstracted properties, e.g., extinction angles, were increasingly difficult to illustrate using this tool.
{"title":"GC Insights: The crystal structures behind mineral properties – a case study of using TotBlocks in an undergraduate optical mineralogy lab","authors":"Derek D. V. Leung, Paige E. dePolo","doi":"10.5194/gc-6-125-2023","DOIUrl":"https://doi.org/10.5194/gc-6-125-2023","url":null,"abstract":"Abstract. Spatial thinking represents an ongoing challenge in geoscience education, but concrete manipulatives can bridge this gap by illustrating abstract concepts. In an undergraduate optical mineralogy lab session, TotBlocks were used to illustrate how crystal structures influence properties such as cleavage and pleochroism. More abstracted properties, e.g., extinction angles, were increasingly difficult to illustrate using this tool.","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135483090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kelsey J. Mulder, Louis Williams, Matthew Lickiss, Alison Black, A. Charlton-Perez, R. McCloy, E. McSorley
Abstract. Geoscience communicators must think carefully about how uncertainty is represented and how users may interpret these representations. Doing so will help communicate risk more effectively, which can elicit appropriate responses. Communication of uncertainty is not just a geosciences problem; recently, communication of uncertainty has come to the forefront over the course of the COVID-19 pandemic, but the lessons learned from communication during the pandemic can be adopted across geosciences as well. To test interpretations of environmental forecasts with uncertainty, a decision task survey was administered to 65 participants who saw different hypothetical forecast representations common to presentations of environmental data and forecasts: deterministic, spaghetti plot with and without a median line, fan plot with and without a median line, and box plot with and without a median line. While participants completed the survey, their eye movements were monitored with eye-tracking software. Participants' eye movements were anchored to the median line, not focusing on possible extreme values to the same extent as when no median line was present. Additionally, participants largely correctly interpreted extreme values from the spaghetti and fan plots, but misinterpreted extreme values from the box plot, perhaps because participants spent little time fixating on the key. These results suggest that anchoring lines, such as median lines, should only be used where users should be guided to particular values and where extreme values are not as important in data interpretation. Additionally, fan or spaghetti plots should be considered instead of box plots to reduce misinterpretation of extreme values. Further study on the role of expertise and the change in eye movements across the graph area and key is explored in more detail in the companion paper to this study (Williams et al., 2023; hereafter Part 2).
{"title":"Understanding representations of uncertainty, an eye-tracking study – Part 1: The effect of anchoring","authors":"Kelsey J. Mulder, Louis Williams, Matthew Lickiss, Alison Black, A. Charlton-Perez, R. McCloy, E. McSorley","doi":"10.5194/gc-6-97-2023","DOIUrl":"https://doi.org/10.5194/gc-6-97-2023","url":null,"abstract":"Abstract. Geoscience communicators must think carefully about how\u0000uncertainty is represented and how users may interpret these\u0000representations. Doing so will help communicate risk more effectively, which\u0000can elicit appropriate responses. Communication of uncertainty is not just a\u0000geosciences problem; recently, communication of uncertainty has come to the\u0000forefront over the course of the COVID-19 pandemic, but the lessons learned\u0000from communication during the pandemic can be adopted across geosciences as\u0000well. To test interpretations of environmental forecasts with uncertainty,\u0000a decision task survey was administered to 65 participants who saw different\u0000hypothetical forecast representations common to presentations of\u0000environmental data and forecasts: deterministic, spaghetti plot with and\u0000without a median line, fan plot with and without a median line, and box plot\u0000with and without a median line. While participants completed the survey,\u0000their eye movements were monitored with eye-tracking software. Participants'\u0000eye movements were anchored to the median line, not focusing on possible\u0000extreme values to the same extent as when no median line was present.\u0000Additionally, participants largely correctly interpreted extreme values from\u0000the spaghetti and fan plots, but misinterpreted extreme values from the box\u0000plot, perhaps because participants spent little time fixating on the key.\u0000These results suggest that anchoring lines, such as median lines, should\u0000only be used where users should be guided to particular values and where\u0000extreme values are not as important in data interpretation. Additionally,\u0000fan or spaghetti plots should be considered instead of box plots to reduce\u0000misinterpretation of extreme values. Further study on the role of expertise\u0000and the change in eye movements across the graph area and key is explored in more detail in the companion paper to this study (Williams et al., 2023; hereafter Part 2).\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76797952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Louis Williams, Kelsey J. Mulder, Andrew Charlton-Perez, Matthew Lickiss, Alison Black, R. McCloy, E. McSorley, Joe Young
Abstract. As the ability to make predictions regarding uncertainty information representing natural hazards increases, an important question for those designing and communicating hazard forecasts is how visualizations of uncertainty influence understanding amongst the intended, potentially varied, target audiences. End-users have a wide range of differing expertise and backgrounds, possibly influencing the decision-making process they undertake for a given forecast presentation. Our previous, Part 1 study (Mulder et al., 2023) examined how the presentation of uncertainty information influenced end-user decision making. Here, we shift the focus to examine the decisions and reactions of participants with differing areas of expertise (meteorology, psychology, and graphic-communication students) when presented with varied hypothetical forecast representations (boxplot, fan plot, or spaghetti plot with and without median lines) using the same eye-tracking methods and experiments. Participants made decisions about a fictional scenario involving the choices between ships of different sizes in the face of varying ice thickness forecasts. Eye movements to the graph area and key and how they changed over time (early, intermediate, and later viewing periods) were examined. More fixations (maintained gaze on one location) and more fixation time were spent on the graph and key during early and intermediate periods of viewing, particularly for boxplots and fan plots. The inclusion of median lines led to less fixations being made on all graph types during early and intermediate viewing periods. No difference in eye movement behaviour was found due to expertise; however, those with greater expertise were more accurate in their decisions, particularly during more difficult scenarios. Where scientific producers seek to draw users to the central estimate, an anchoring line can significantly reduce cognitive load, leading both experts and non-experts to make more rational decisions. When asking users to consider extreme scenarios or uncertainty, different prior expertise can lead to significantly different cognitive loads for processing information, with an impact on one's ability to make appropriate decisions.
摘要随着对代表自然灾害的不确定性信息进行预测的能力的提高，对于那些设计和传播灾害预测的人来说，一个重要的问题是不确定性的可视化如何影响预期的、可能变化的目标受众的理解。最终用户具有广泛的不同专业知识和背景，可能会影响他们对给定预测演示所进行的决策过程。我们之前的第1部分研究(Mulder et al.， 2023)研究了不确定性信息的呈现如何影响最终用户的决策。在这里，我们将焦点转移到使用相同的眼球追踪方法和实验，研究不同专业领域(气象学、心理学和图形传播专业的学生)的参与者在面对不同的假设预测表示(箱线图、扇形图或有和没有中线的意大利面图)时的决策和反应。参与者在一个虚构的场景中做出决定，在不同的冰厚预测中选择不同大小的船只。研究人员检查了眼球在图形区域和键上的运动，以及它们随时间(早期、中期和后期)的变化情况。在观看的早期和中期，特别是箱形图和扇形图，更多的注视(保持注视一个位置)和更多的注视时间花在图表和键上。在早期和中期观看期间，中间线的包含导致对所有图形类型的注视减少。由于专业知识，没有发现眼球运动行为的差异;然而，那些拥有更高专业知识的人在他们的决定中更准确，特别是在更困难的情况下。当科学生产者试图将用户吸引到中心估计时，锚定线可以显着减少认知负荷，引导专家和非专家做出更理性的决策。当要求用户考虑极端情况或不确定性时，不同的先验专业知识会导致处理信息的认知负荷显著不同，从而影响用户做出适当决策的能力。
{"title":"Understanding representations of uncertainty, an eye-tracking study – Part 2: The effect of expertise","authors":"Louis Williams, Kelsey J. Mulder, Andrew Charlton-Perez, Matthew Lickiss, Alison Black, R. McCloy, E. McSorley, Joe Young","doi":"10.5194/gc-6-111-2023","DOIUrl":"https://doi.org/10.5194/gc-6-111-2023","url":null,"abstract":"Abstract. As the ability to make predictions regarding uncertainty information\u0000representing natural hazards increases, an important question for those\u0000designing and communicating hazard forecasts is how visualizations of\u0000uncertainty influence understanding amongst the intended, potentially\u0000varied, target audiences. End-users have a wide range of differing expertise\u0000and backgrounds, possibly influencing the decision-making process they\u0000undertake for a given forecast presentation. Our previous, Part 1 study\u0000(Mulder et al., 2023) examined how the presentation of uncertainty\u0000information influenced end-user decision making. Here, we shift the focus to\u0000examine the decisions and reactions of participants with differing areas of expertise\u0000(meteorology, psychology, and graphic-communication students) when presented\u0000with varied hypothetical forecast representations (boxplot, fan plot, or\u0000spaghetti plot with and without median lines) using the same eye-tracking\u0000methods and experiments. Participants made decisions about a fictional\u0000scenario involving the choices between ships of different sizes in the face\u0000of varying ice thickness forecasts. Eye movements to the graph area and key\u0000and how they changed over time (early, intermediate, and later viewing\u0000periods) were examined. More fixations (maintained gaze on one location)\u0000and more fixation time were spent on the graph and key during early and\u0000intermediate periods of viewing, particularly for boxplots and fan plots.\u0000The inclusion of median lines led to less fixations being made on all graph\u0000types during early and intermediate viewing periods. No difference in eye\u0000movement behaviour was found due to expertise; however, those with greater\u0000expertise were more accurate in their decisions, particularly during more\u0000difficult scenarios. Where scientific producers seek to draw users to the\u0000central estimate, an anchoring line can significantly reduce cognitive load,\u0000leading both experts and non-experts to make more rational decisions. When\u0000asking users to consider extreme scenarios or uncertainty, different prior\u0000expertise can lead to significantly different cognitive loads for processing\u0000information, with an impact on one's ability to make appropriate decisions.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81499810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Watson, J. Elliott, S. Ebmeier, J. Biggs, F. Albino, S. Brown, Helen Burns, A. Hooper, M. Lazecký, Y. Maghsoudi, R. Rigby, T. Wright
Abstract. Satellite-based earth observation sensors are increasingly able to monitor geophysical signals related to natural hazards, and many groups are working on rapid data acquisition, processing, and dissemination to data users with a wide range of expertise and goals. A particular challenge in the meaningful dissemination of Interferometric Synthetic Aperture Radar (InSAR) data to non-expert users is its unique differential data structure and sometimes low signal-to-noise ratio. In this study, we evaluate the online dissemination of ground deformation measurements from InSAR through Twitter, alongside the provision of open-access InSAR data from the Centre for Observation and Modelling of Earthquakes, Volcanoes and Tectonics (COMET) Looking Into Continents from Space with Synthetic Aperture Radar (LiCSAR) processing system. Our aim is to evaluate (1) who interacts with disseminated InSAR data, (2) how the data are used, and (3) to discuss strategies for meaningful communication and dissemination of open InSAR data. We found that the InSAR Twitter community was primarily composed of non-scientists (62 %), although this grouping included earth observation experts in applications such as commercial industries. Twitter activity was primarily associated with natural hazard response, specifically following earthquakes and volcanic activity, where users disseminated InSAR measurements of ground deformation, often using wrapped and unwrapped interferograms. For earthquake events, Sentinel-1 data were acquired, processed, and tweeted within 4.7±2.8 d (the shortest was 1 d). Open-access Sentinel-1 data dominated the InSAR tweets and were applied to volcanic and earthquake events in the most engaged-with (retweeted) content. Open-access InSAR data provided by LiCSAR were widely accessed, including automatically processed and tweeted interferograms and interactive event pages revealing ground deformation following earthquake events. The further work required to integrate dissemination of InSAR data into longer-term disaster risk-reduction strategies is highly specific, to both hazard type and international community of practice, as well as to local political setting and civil protection mandates. Notably, communication of uncertainties and processing methodologies are still lacking. We conclude by outlining the future direction of COMET LiCSAR products to maximize their useability.
{"title":"Strategies for improving the communication of satellite-derived InSAR data for geohazards through the analysis of Twitter and online data portals","authors":"C. Watson, J. Elliott, S. Ebmeier, J. Biggs, F. Albino, S. Brown, Helen Burns, A. Hooper, M. Lazecký, Y. Maghsoudi, R. Rigby, T. Wright","doi":"10.5194/gc-6-75-2023","DOIUrl":"https://doi.org/10.5194/gc-6-75-2023","url":null,"abstract":"Abstract. Satellite-based earth observation sensors are increasingly able to monitor\u0000geophysical signals related to natural hazards, and many groups are working\u0000on rapid data acquisition, processing, and dissemination to data users with\u0000a wide range of expertise and goals. A particular challenge in the\u0000meaningful dissemination of Interferometric Synthetic Aperture Radar (InSAR)\u0000data to non-expert users is its unique differential data structure and\u0000sometimes low signal-to-noise ratio. In this study, we evaluate the online\u0000dissemination of ground deformation measurements from InSAR through Twitter,\u0000alongside the provision of open-access InSAR data from the Centre for\u0000Observation and Modelling of Earthquakes, Volcanoes and Tectonics (COMET)\u0000Looking Into Continents from Space with Synthetic Aperture Radar (LiCSAR)\u0000processing system. Our aim is to evaluate (1) who interacts with\u0000disseminated InSAR data, (2) how the data are used, and (3) to discuss\u0000strategies for meaningful communication and dissemination of open InSAR\u0000data. We found that the InSAR Twitter community was primarily composed of\u0000non-scientists (62 %), although this grouping included earth observation\u0000experts in applications such as commercial industries. Twitter activity was\u0000primarily associated with natural hazard response, specifically following\u0000earthquakes and volcanic activity, where users disseminated InSAR\u0000measurements of ground deformation, often using wrapped and unwrapped\u0000interferograms. For earthquake events, Sentinel-1 data were acquired,\u0000processed, and tweeted within 4.7±2.8 d (the shortest was 1 d).\u0000Open-access Sentinel-1 data dominated the InSAR tweets and were applied to\u0000volcanic and earthquake events in the most engaged-with (retweeted) content.\u0000Open-access InSAR data provided by LiCSAR were widely accessed, including\u0000automatically processed and tweeted interferograms and interactive event\u0000pages revealing ground deformation following earthquake events. The further\u0000work required to integrate dissemination of InSAR data into longer-term\u0000disaster risk-reduction strategies is highly specific, to both hazard type and\u0000international community of practice, as well as to local political setting and civil\u0000protection mandates. Notably, communication of uncertainties and processing\u0000methodologies are still lacking. We conclude by outlining the future\u0000direction of COMET LiCSAR products to maximize their useability.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73832855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Wings, Jan Fischer, Joschua Knüppe, Henning Ahlers, Sebastian Körnig, Arila-Maria Perl
Abstract. The first part of this article gives an overview of influential comics and graphic novels on paleontological themes from the last 12 decades. Through different forms of representation and narration, both clichés and the latest findings from paleontological research are presented in comics in an entertaining way for a broad audience. As a result, comics are often chroniclers of 20th century scientific history and contemporary paleoart. The second part of this article deals with the development of the bilingual graphic novel EUROPASAURUS – Life on Jurassic Islands, which communicates knowledge from universities and museums to the public. This non-verbal comic presents the results of a paleontological research project on a Late Jurassic terrestrial biota from northern Germany in both a scientifically accurate and an easily understandable way, based on the way of life of various organisms and their habitats. Insights into the creative process, the perception of the book by the public, and ideas on how to raise public awareness of such a project are discussed.
{"title":"Paleontology-themed comics and graphic novels, their potential for scientific outreach, and the bilingual graphic novel EUROPASAURUS – Life on Jurassic Islands","authors":"O. Wings, Jan Fischer, Joschua Knüppe, Henning Ahlers, Sebastian Körnig, Arila-Maria Perl","doi":"10.5194/gc-6-45-2023","DOIUrl":"https://doi.org/10.5194/gc-6-45-2023","url":null,"abstract":"Abstract. The first part of this article gives an overview of influential comics and\u0000graphic novels on paleontological themes from the last 12 decades.\u0000Through different forms of representation and narration, both clichés\u0000and the latest findings from paleontological research are presented in\u0000comics in an entertaining way for a broad audience. As a result, comics are\u0000often chroniclers of 20th century scientific history and contemporary\u0000paleoart. The second part of this article deals with the development of the bilingual\u0000graphic novel EUROPASAURUS – Life on Jurassic Islands, which communicates knowledge from universities and\u0000museums to the public. This non-verbal comic presents the results of a\u0000paleontological research project on a Late Jurassic terrestrial biota from\u0000northern Germany in both a scientifically accurate and an easily\u0000understandable way, based on the way of life of various organisms and their\u0000habitats. Insights into the creative process, the perception of the book by\u0000the public, and ideas on how to raise public awareness of such a project are\u0000discussed.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84160262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rosalie A. Wright, Kurt Jackson, Cécile Girardin, Natasha Smith, L. Wedding
Abstract. Art–science partnerships offer valuable opportunities to enhance inclusive engagement with research through collaborative creative practice. Here, we present two case studies of interdisciplinary approaches to contextualising environmental science for wider audiences. We synthesise lessons learnt from these case studies and associated stakeholders to provide advice for conducting successful art–science collaborations that help to broaden interactions with environmental geoscience research.
{"title":"GC Insights: Enhancing inclusive engagement with the geosciences through art–science collaborations","authors":"Rosalie A. Wright, Kurt Jackson, Cécile Girardin, Natasha Smith, L. Wedding","doi":"10.5194/gc-6-39-2023","DOIUrl":"https://doi.org/10.5194/gc-6-39-2023","url":null,"abstract":"Abstract. Art–science partnerships offer valuable opportunities to enhance\u0000inclusive engagement with research through collaborative creative practice.\u0000Here, we present two case studies of interdisciplinary approaches to\u0000contextualising environmental science for wider audiences. We synthesise\u0000lessons learnt from these case studies and associated stakeholders to\u0000provide advice for conducting successful art–science collaborations that\u0000help to broaden interactions with environmental geoscience research.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"179 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77030729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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