C. Hall, S. Illingworth, S. Mohadjer, M. Roxy, C. Poku, F. Otu-Larbi, D. Reano, M. Freilich, M. Veisaga, Miguel Valencia, Joey Morales
Abstract. There is still a significant lack of diversity and equity in geoscience education, even after decades of work and widespread calls for improvement and action. We join fellow community voices in calls for improved diversity, equity, inclusion, and justice in the geosciences. Here, in this manifesto, we present a list of opportunities for educators to bring about this cultural shift within higher education: (1) advocating for institutional change, (2) incorporating diverse perspectives and authors in curricula, (3) teaching historical and socio-political contexts of geoscience information, (4) connecting geoscience principles to more geographically diverse locations, (5) implementing different communication styles that consider different ways of knowing and learning, and (6) empowering learner transformation and agency.
{"title":"GC Insights: Diversifying the geosciences in higher education: a manifesto for change","authors":"C. Hall, S. Illingworth, S. Mohadjer, M. Roxy, C. Poku, F. Otu-Larbi, D. Reano, M. Freilich, M. Veisaga, Miguel Valencia, Joey Morales","doi":"10.5194/gc-5-275-2022","DOIUrl":"https://doi.org/10.5194/gc-5-275-2022","url":null,"abstract":"Abstract. There is still a significant lack of diversity and equity in geoscience\u0000education, even after decades of work and widespread calls for improvement\u0000and action. We join fellow community voices in calls for improved diversity, equity, inclusion, and justice in the geosciences. Here, in this manifesto, we present a list of opportunities for educators to bring about this cultural shift within higher education: (1) advocating for institutional change, (2) incorporating diverse perspectives and authors in curricula, (3) teaching historical and socio-political contexts of geoscience information, (4) connecting geoscience principles to more geographically diverse locations, (5) implementing different communication styles that consider different ways of knowing and learning, and (6) empowering learner transformation and agency.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79346643","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}
J. Pugsley, J. Howell, A. Hartley, S. Buckley, R. Brackenridge, Nicholas Schofield, G. Maxwell, M. Chmielewska, K. Ringdal, N. Naumann, J. Vanbiervliet
Abstract. The advent of photorealistic, 3D computer models of cliff sections (virtual outcrops) has improved the immersive nature of virtual geological field trips. As the COVID-19 pandemic led to widespread national and international travel restrictions, virtual field trips (VFTs) became practical and essential substitutes for traditional field trips and accelerated the development of VFTs based on virtual outcrop data. This contribution explores two such VFTs delivered to a masters level Integrated Petroleum Geoscience course at the University of Aberdeen. These VFTs are based on traditional field trips that are normally run to the Spanish Pyrenees and Utah (USA). The paper summarizes the delivery mechanism for VFTs based on virtual outcrops and examines student perception, gauged primarily through questionnaires and learning outcomes. The VFTs were run in LIME, a software specifically designed for the interpretation of 3D models and the delivery of VFTs. Overall, the student perception was very positive and comparable to satisfaction with the conventional trips. Staff feedback and student assessments suggest that the learning outcomes were satisfied and highlight the value of this method of teaching for students who are unable to attend the field trip and as an addition for those who can.
{"title":"Virtual field trips utilizing virtual outcrop: construction, delivery and implications for the future","authors":"J. Pugsley, J. Howell, A. Hartley, S. Buckley, R. Brackenridge, Nicholas Schofield, G. Maxwell, M. Chmielewska, K. Ringdal, N. Naumann, J. Vanbiervliet","doi":"10.5194/gc-5-227-2022","DOIUrl":"https://doi.org/10.5194/gc-5-227-2022","url":null,"abstract":"Abstract. The advent of photorealistic, 3D computer models of cliff sections (virtual\u0000outcrops) has improved the immersive nature of virtual geological\u0000field trips. As the COVID-19 pandemic led to widespread national and\u0000international travel restrictions, virtual field trips (VFTs) became\u0000practical and essential substitutes for traditional field trips and\u0000accelerated the development of VFTs based on virtual outcrop data. This\u0000contribution explores two such VFTs delivered to a masters level Integrated Petroleum\u0000Geoscience course at the University of Aberdeen. These VFTs are based on\u0000traditional field trips that are normally run to the Spanish Pyrenees and\u0000Utah (USA). The paper summarizes the delivery mechanism for VFTs based on\u0000virtual outcrops and examines student perception, gauged primarily through\u0000questionnaires and learning outcomes. The VFTs were run in LIME, a software\u0000specifically designed for the interpretation of 3D models and the delivery\u0000of VFTs. Overall, the student perception was very positive and comparable to\u0000satisfaction with the conventional trips. Staff feedback and student\u0000assessments suggest that the learning outcomes were satisfied and highlight\u0000the value of this method of teaching for students who are unable to attend\u0000the field trip and as an addition for those who can.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72973853","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. A survey was completed by 11 geoscience students in order to explore their experience of writing poetry as an aid to their science education. A thematic analysis found that themes could be categorised as being related to either the “Task Process” (“Identification of Significant Information”, “Distillation of Information”, “Metamorphosis of Text”) or “Task Meaning” (“Enjoyable”, “Valuable”, “Challenging”, which has sub-themes “Frustrating” and “Restricted”). The results of this study present evidence that writing haikus based on scientific texts can aid geoscience students by making newly learned information more digestible.
{"title":"GC Insights: Geoscience students' experience of writing academic poetry as an aid to their science education","authors":"Alice Wardle, S. Illingworth","doi":"10.5194/gc-5-221-2022","DOIUrl":"https://doi.org/10.5194/gc-5-221-2022","url":null,"abstract":"Abstract. A survey was completed by 11 geoscience students in order to explore their\u0000experience of writing poetry as an aid to their science education. A\u0000thematic analysis found that themes could be categorised as being related to\u0000either the “Task Process” (“Identification of Significant Information”,\u0000“Distillation of Information”, “Metamorphosis of Text”) or “Task Meaning”\u0000(“Enjoyable”, “Valuable”, “Challenging”, which has sub-themes “Frustrating” and “Restricted”). The results of this study present evidence that writing\u0000haikus based on scientific texts can aid geoscience students by making newly learned information more digestible.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74376476","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. Here we describe the curriculum and outcomes from a data-intensive geomorphic analysis course, “Geoscience Field Issues Using High-Resolution Topography to Understand Earth Surface Processes”, which pivoted to virtual in 2020 due to the COVID-19 pandemic. The curriculum covers technologies for manual and remotely sensed topographic data methods, including (1) Global Positioning Systems and Global Navigation Satellite System (GPS/GNSS) surveys, (2) Structure from Motion (SfM) photogrammetry, and (3) ground-based (terrestrial laser scanning, TLS) and airborne lidar. Course content focuses on Earth-surface process applications but could be adapted for other geoscience disciplines. Many other field courses were canceled in summer 2020, so this course served a broad range of undergraduate and graduate students in need of a field course as part of degree or research requirements. Resulting curricular materials are available freely within the National Association of Geoscience Teachers' (NAGT's) “Teaching with Online Field Experiences” collection. The authors pre-collected GNSS data, uncrewed-aerial-system-derived (UAS-derived) photographs, and ground-based lidar, which students then used in course assignments. The course was run over a 2-week period and had synchronous and asynchronous components. Students created SfM models that incorporated post-processed GNSS ground control points and created derivative SfM and TLS products, including classified point clouds and digital elevation models (DEMs). Students were successfully able to (1) evaluate the appropriateness of a given survey/data approach given site conditions, (2) assess pros and cons of different data collection and post-processing methods in light of field and time constraints and limitations of each, (3) conduct error and geomorphic change analysis, and (4) propose or implement a protocol to answer a geomorphic question. Overall, our analysis indicates the course had a successful implementation that met student needs as well as course-specific and NAGT learning outcomes, with 91 % of students receiving an A, B, or C grade. Unexpected outcomes of the course included student self-reflection and redirection and classmate support through a daily reflection and discussion post. Challenges included long hours in front of a computer, computing limitations, and burnout because of the condensed nature of the course. Recommended implementation improvements include spreading the course out over a longer period of time or adopting only part of the course and providing appropriate computers and technical assistance. This paper and published curricular materials should serve as an implementation and assessment guide for the geoscience community to use in virtual or in-person high-resolution topographic data courses that can be adapted for individual labs or for an entire field or data course.
{"title":"A remote field course implementing high-resolution topography acquisition with geomorphic applications","authors":"S. Bywater‐Reyes, B. Pratt-Sitaula","doi":"10.5194/gc-5-101-2022","DOIUrl":"https://doi.org/10.5194/gc-5-101-2022","url":null,"abstract":"Abstract. Here we describe the curriculum and outcomes from a data-intensive\u0000geomorphic analysis course, “Geoscience Field Issues Using High-Resolution\u0000Topography to Understand Earth Surface Processes”, which pivoted to virtual\u0000in 2020 due to the COVID-19 pandemic. The curriculum covers technologies for\u0000manual and remotely sensed topographic data methods, including (1) Global\u0000Positioning Systems and Global Navigation Satellite System (GPS/GNSS)\u0000surveys, (2) Structure from Motion (SfM) photogrammetry, and (3) ground-based\u0000(terrestrial laser scanning, TLS) and airborne lidar. Course content focuses\u0000on Earth-surface process applications but could be adapted for other\u0000geoscience disciplines. Many other field courses were canceled in summer\u00002020, so this course served a broad range of undergraduate and graduate\u0000students in need of a field course as part of degree or research\u0000requirements. Resulting curricular materials are available freely within the\u0000National Association of Geoscience Teachers' (NAGT's) “Teaching with Online Field Experiences” collection. The\u0000authors pre-collected GNSS data, uncrewed-aerial-system-derived (UAS-derived) photographs, and ground-based lidar, which students then used in course\u0000assignments. The course was run over a 2-week period and had synchronous\u0000and asynchronous components. Students created SfM models that incorporated\u0000post-processed GNSS ground control points and created derivative SfM and TLS\u0000products, including classified point clouds and digital elevation models\u0000(DEMs). Students were successfully able to (1) evaluate the appropriateness\u0000of a given survey/data approach given site conditions, (2) assess pros and\u0000cons of different data collection and post-processing methods in light of\u0000field and time constraints and limitations of each, (3) conduct error and\u0000geomorphic change analysis, and (4) propose or implement a protocol to answer\u0000a geomorphic question. Overall, our analysis indicates the course had a\u0000successful implementation that met student needs as well as course-specific\u0000and NAGT learning outcomes, with 91 % of students receiving an A, B, or C\u0000grade. Unexpected outcomes of the course included student self-reflection\u0000and redirection and classmate support through a daily reflection and\u0000discussion post. Challenges included long hours in front of a computer,\u0000computing limitations, and burnout because of the condensed nature of the\u0000course. Recommended implementation improvements include spreading the course\u0000out over a longer period of time or adopting only part of the course and\u0000providing appropriate computers and technical assistance. This paper\u0000and published curricular materials should serve as an implementation and\u0000assessment guide for the geoscience community to use in virtual or in-person\u0000high-resolution topographic data courses that can be adapted for individual\u0000labs or for an entire field or data course.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"163 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78008974","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. Academic research is largely characterized by scientific projects striving to advance understanding in their respective fields. Financial support is often subject to the fulfilllment of certain requirements, such as a fully developed knowledge transfer (KT) plan and dissemination strategy. However, the evaluation of these activities and their impact is rarely an easy path to clarity and comprehensiveness, considering the different expectations from project officers and funding agencies or dissemination activities and objectives. With this paper, based on the experience of the management and outreach team of the EU-H2020 APPLICATE project, we aim to shed light on the challenging journey towards impact assessment of KT activities by presenting a methodology for impact planning and monitoring in the context of a collaborative and international research project. Through quantitative and qualitative evaluations and indicators developed in 4 years of the project, this paper represents an attempt to build a common practice for project managers and coordinators and establish a baseline for the development of a shared strategy. Our experience found that an assessment strategy should be included in the planning of the project as a key framing step, that the individual project's goals and objectives should drive the definition and assessment of impact and that the researchers involved are crucial to implement a project's outreach strategy.
{"title":"How to get your message across: designing an impactful knowledge transfer plan in a European project","authors":"Sara Pasqualetto, L. Cristini, Thomas Jung","doi":"10.5194/gc-5-87-2022","DOIUrl":"https://doi.org/10.5194/gc-5-87-2022","url":null,"abstract":"Abstract. Academic research is largely characterized by scientific projects striving to advance understanding in their respective fields. Financial support is often subject to the fulfilllment of certain requirements, such as a fully developed knowledge transfer (KT) plan and dissemination strategy. However, the evaluation of these activities and their impact is rarely an easy path to clarity and comprehensiveness, considering the different expectations from project officers and funding agencies or dissemination activities and objectives. With this paper, based on the experience of the management and outreach team of the EU-H2020 APPLICATE project, we aim to shed light on the challenging journey towards impact assessment of KT activities by presenting a methodology for impact planning and monitoring in the context of a collaborative and international research project. Through quantitative and qualitative evaluations and indicators developed in 4 years of the project, this paper represents an attempt to build a common practice for project managers and coordinators and establish a baseline for the development of a shared strategy. Our experience found that an assessment strategy should be included in the planning of the project as a key framing step, that the individual project's goals and objectives should drive the definition and assessment of impact and that the researchers involved are crucial to implement a project's outreach strategy.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"117 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77044964","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}
A. van der Boon, A. Biggin, G. Paterson, J. Kavanagh
Abstract. Palaeomagnetism is a relatively unknown part of Earth sciences that is not well integrated into the school curriculum in the UK. Throughout recent years, there has been a decline in the number of Earth science students in the UK. In 2018 and 2019, we developed outreach activities and resources to introduce the scientifically engaged general public to palaeomagnetism and raise awareness of how geomagnetism affects society today, thus putting palaeomagnetism, and Earth sciences, in the spotlight. We tested our ideas at local events that were visited mostly by families with small children, with tens to hundreds of participants. Our project culminated in the Magnetic to the Core stand at the Royal Society Summer Science Exhibition in 2019, which is visited by members of the general public, students and teachers, scientists, policymakers and the media. At this event, we communicated the fundamentals of palaeomagnetism through hands-on activities and presented our recent research advances in a fun and family- friendly way. To test the impact of our exhibit on knowledge of palaeomagnetism and Earth's magnetic field on visitors, we designed an interactive quiz and collected results from 382 participants over 8 d. The results show a significant increase in median quiz score of 22.2 % between those who had not yet visited the stand and those who had visited for more than 10 min. The results from school-aged respondents alone show a larger increase in the median score of 33.5 % between those who had not yet visited and those who had spent more than 10 min at the stand. These findings demonstrate that this outreach event was successful in impacting visitors' learning. We hope our Magnetic to the Core project can serve as an inspiration for other Earth science laboratories looking to engage a wide audience and measure the success and impact of their outreach activities.
{"title":"Magnetic to the Core – communicating palaeomagnetism with hands-on activities","authors":"A. van der Boon, A. Biggin, G. Paterson, J. Kavanagh","doi":"10.5194/gc-5-55-2022","DOIUrl":"https://doi.org/10.5194/gc-5-55-2022","url":null,"abstract":"Abstract. Palaeomagnetism is a relatively unknown part of Earth sciences that is not well integrated into the school curriculum in the UK. Throughout recent years, there has been a decline in the number of Earth science students in the UK. In 2018 and 2019, we developed outreach activities and resources to introduce the scientifically engaged general public to palaeomagnetism and raise awareness of how geomagnetism affects society today, thus putting palaeomagnetism, and Earth sciences, in the spotlight. We tested our ideas at local events that were visited mostly by families with small children, with tens to hundreds of participants. Our project culminated in the Magnetic to the Core stand at the Royal Society Summer Science Exhibition in 2019, which is visited by members of the general public, students and teachers, scientists, policymakers and the media. At this event, we communicated the fundamentals of palaeomagnetism through hands-on activities and presented our recent research advances in a fun and family- friendly way. To test the impact of our exhibit on knowledge of palaeomagnetism and Earth's magnetic field on visitors, we designed an interactive quiz and collected results from 382 participants over 8 d. The results show a significant increase in median quiz score of 22.2 % between those who had not yet visited the stand and those who had visited for more than 10 min. The results from school-aged respondents alone show a larger increase in the median score of 33.5 % between those who had not yet visited and those who had spent more than 10 min at the stand. These findings demonstrate that this outreach event was successful in impacting visitors' learning. We hope our Magnetic to the Core project can serve as an inspiration for other Earth science laboratories looking to engage a wide audience and measure the success and impact of their outreach activities.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86821274","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}
Natalie Bursztyn, P. Sajjadi, H. Riegel, Jiawei Huang, J. O. Wallgrün, Jiayan Zhao, Barton Masters, A. Klippel
Abstract. Accessibility and inclusivity in field geology have become increasingly important issues to address in geoscience education and have long been set aside due to the tradition of field geology and the laborious task of making it inclusive to all. Although a popular saying among geologists is “the best geologists see the most rocks”, field trips cost money, time, and are only accessible to those who are physically able to stay outside for extended periods. With the availability of 3D block diagrams, an onslaught of virtual learning environments is becoming increasingly viable. Strike and dip is at the core of any field geologist's education and career; learning and practicing these skills is fundamental to making geologic maps and understanding the regional geology of an area. In this paper, we present the Strike and Dip virtual tool (SaD) with the objective of teaching the principles of strike and dip for geologic mapping to introductory geology students. We embedded the SaD tool into an introductory geology course and recruited 147 students to participate in the study. Participants completed two maps using the SaD tool and reported on their experiences through a questionnaire. Students generally perceived the SaD tool positively. Furthermore, some individual differences among students proved to be important contributing factors to their experiences and subjective assessments of learning. When controlling for participants' past experience with similar software, our results indicate that students highly familiar with navigating geographical software perceived the virtual environment of the tool to be significantly more realistic and easier to use compared with those with lower levels of familiarity. Our results are corroborated by a qualitative assessment of participants' feedback to two open-ended questions, highlighting both the overall effectiveness of the SaD tool and the effect of geographical software familiarity on measures of experience and learning.
{"title":"Virtual strike and dip – advancing inclusive and accessible field geology","authors":"Natalie Bursztyn, P. Sajjadi, H. Riegel, Jiawei Huang, J. O. Wallgrün, Jiayan Zhao, Barton Masters, A. Klippel","doi":"10.5194/gc-5-29-2022","DOIUrl":"https://doi.org/10.5194/gc-5-29-2022","url":null,"abstract":"Abstract. Accessibility and inclusivity in field geology have become increasingly\u0000important issues to address in geoscience education and have long been set\u0000aside due to the tradition of field geology and the laborious task of making\u0000it inclusive to all. Although a popular saying among geologists is “the\u0000best geologists see the most rocks”, field trips cost money, time, and are\u0000only accessible to those who are physically able to stay outside for extended periods. With the availability of 3D block diagrams, an onslaught of virtual\u0000learning environments is becoming increasingly viable. Strike and dip is at\u0000the core of any field geologist's education and career; learning and\u0000practicing these skills is fundamental to making geologic maps and\u0000understanding the regional geology of an area. In this paper, we present the Strike and Dip virtual tool (SaD) with the\u0000objective of teaching the principles of strike and dip for geologic mapping\u0000to introductory geology students. We embedded the SaD tool into an\u0000introductory geology course and recruited 147 students to participate in the\u0000study. Participants completed two maps using the SaD tool and reported on\u0000their experiences through a questionnaire. Students generally perceived the\u0000SaD tool positively. Furthermore, some individual differences among students\u0000proved to be important contributing factors to their experiences and\u0000subjective assessments of learning. When controlling for participants' past\u0000experience with similar software, our results indicate that students highly\u0000familiar with navigating geographical software perceived the virtual\u0000environment of the tool to be significantly more realistic and easier to use\u0000compared with those with lower levels of familiarity. Our results are\u0000corroborated by a qualitative assessment of participants' feedback to two\u0000open-ended questions, highlighting both the overall effectiveness of the SaD\u0000tool and the effect of geographical software familiarity on measures of\u0000experience and learning.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74953062","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. COVID-19 caused in many ways a disruption, not only in society but also in education/ teaching hydrology and water related sciences. Taking part in an academic teaching training course at Uppsala University during COVID-19 we got curious about how COVID-19 might impact European water education. The aim of this paper is to communicate the results and reflect on how teaching of hydrology and water related sciences changed due to COVID-19. We observed that overall water education changed throughout Europe due to COVID-19. A literature review of the common teaching techniques in the field and our survey indicate that hydrology educators use preponderantly conservative teaching styles, i.e., classical lectures and therefore these were rather easily moved online during the pandemic. Overall, the COVID-19 crisis impacted student learning negatively (reported by 67 % of the respondents) while only 16.7 % responded that the impact was positive. The online interaction made it more difficult for the teachers to assess the achievement of the learning outcomes. As most of the respondents (i.e., > 40 %) reported that they do not use classroom assessment techniques, the students’ performances and whether students reached their learning outcomes during distance teaching was largely unknown. Most affected learning activities were the ones that could not be moved to online teaching, such as laboratory and field work. Hence, the important knowledge of process understanding in hydrology will be missing for generations of hydrologists. In this way COVID-19 caused a secondary effect on society which needs skills to solve the future challenges e.g., water management in a changing climate. Next to all negative aspects, also a spirit of optimism, time of change and community initiatives could be noticed. COVID-19 made it possible to explore, improvise and using novel teaching methods which could be used to modernize education and make practical and “exotic” teaching formats accessible for all hydrology and water students.
{"title":"A snapshot sample on how COVID-19 impacted and holds up a mirror to European water education","authors":"B. Fischer, A. Tatomir","doi":"10.5194/gc-2022-5","DOIUrl":"https://doi.org/10.5194/gc-2022-5","url":null,"abstract":"Abstract. COVID-19 caused in many ways a disruption, not only in society but also in education/ teaching hydrology and water related sciences. Taking part in an academic teaching training course at Uppsala University during COVID-19 we got curious about how COVID-19 might impact European water education. The aim of this paper is to communicate the results and reflect on how teaching of hydrology and water related sciences changed due to COVID-19. We observed that overall water education changed throughout Europe due to COVID-19. A literature review of the common teaching techniques in the field and our survey indicate that hydrology educators use preponderantly conservative teaching styles, i.e., classical lectures and therefore these were rather easily moved online during the pandemic. Overall, the COVID-19 crisis impacted student learning negatively (reported by 67 % of the respondents) while only 16.7 % responded that the impact was positive. The online interaction made it more difficult for the teachers to assess the achievement of the learning outcomes. As most of the respondents (i.e., > 40 %) reported that they do not use classroom assessment techniques, the students’ performances and whether students reached their learning outcomes during distance teaching was largely unknown. Most affected learning activities were the ones that could not be moved to online teaching, such as laboratory and field work. Hence, the important knowledge of process understanding in hydrology will be missing for generations of hydrologists. In this way COVID-19 caused a secondary effect on society which needs skills to solve the future challenges e.g., water management in a changing climate. Next to all negative aspects, also a spirit of optimism, time of change and community initiatives could be noticed. COVID-19 made it possible to explore, improvise and using novel teaching methods which could be used to modernize education and make practical and “exotic” teaching formats accessible for all hydrology and water students.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75708628","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}
M. Todesco, E. Ercolani, F. Brasini, D. Modonesi, V. Pessina, R. Nave, R. Camassi
Abstract. Strategies of risk mitigation become effective when citizens facing hazardous phenomena adopt rational behaviors that contribute to lower the risk. This is more likely to occur when endangered communities share a widespread understanding of natural phenomena and their impacts. To reach this goal, educational and outreach materials are often organized around the descriptions of the natural process and its effects. Unfortunately, however, receiving correct information does not automatically grant the adoption of safe behaviors. Our teaching efforts may fail because of pre-existing biases, beliefs and misconceptions. The identification of these biases is important to plan effective educational campaigns, capable of providing the concepts that are needed to actually inform citizens’ choices about natural hazards. In this work, we present the results of an unconventional workshop on volcanic risk that we proposed to primary and secondary schools (ages 6–13), in Italy. The workshop is meant to explore the mental models that kids and youngsters have about volcanic eruptions and it takes the form of a creative exercise. We asked the students to draw and write a story in four frames, describing the onset and outcome of an imaginary eruption. All stories were then presented to the class, and always provided interesting hints to spark discussion about volcanic processes and hazards. As a whole, the collected stories provide an interesting, multifaceted description of volcanic eruptions and their potential impacts, as imagined by the kids. A careful analysis of this material provided interesting insights useful to improve future outreach material and educational plans. The workshop is simple to reproduce, even remotely, and could be easily extended to different types of hazards. While very simple to organize, this approach grants the secure engagement of most participants and offers a very different perspective on pupils’ understanding of natural phenomena.
{"title":"The imaginary eruption. Volcanic activity through kids’ eyes","authors":"M. Todesco, E. Ercolani, F. Brasini, D. Modonesi, V. Pessina, R. Nave, R. Camassi","doi":"10.5194/gc-2022-2","DOIUrl":"https://doi.org/10.5194/gc-2022-2","url":null,"abstract":"Abstract. Strategies of risk mitigation become effective when citizens facing hazardous phenomena adopt rational behaviors that contribute to lower the risk. This is more likely to occur when endangered communities share a widespread understanding of natural phenomena and their impacts. To reach this goal, educational and outreach materials are often organized around the descriptions of the natural process and its effects. Unfortunately, however, receiving correct information does not automatically grant the adoption of safe behaviors. Our teaching efforts may fail because of pre-existing biases, beliefs and misconceptions. The identification of these biases is important to plan effective educational campaigns, capable of providing the concepts that are needed to actually inform citizens’ choices about natural hazards. In this work, we present the results of an unconventional workshop on volcanic risk that we proposed to primary and secondary schools (ages 6–13), in Italy. The workshop is meant to explore the mental models that kids and youngsters have about volcanic eruptions and it takes the form of a creative exercise. We asked the students to draw and write a story in four frames, describing the onset and outcome of an imaginary eruption. All stories were then presented to the class, and always provided interesting hints to spark discussion about volcanic processes and hazards. As a whole, the collected stories provide an interesting, multifaceted description of volcanic eruptions and their potential impacts, as imagined by the kids. A careful analysis of this material provided interesting insights useful to improve future outreach material and educational plans. The workshop is simple to reproduce, even remotely, and could be easily extended to different types of hazards. While very simple to organize, this approach grants the secure engagement of most participants and offers a very different perspective on pupils’ understanding of natural phenomena.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77684811","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 study highlights a geology of Yosemite Valley virtual field trip (VFT) and the companion exercises produced as a four-part educational activity to substitute physical field experiences. The VFT is created as an Earth project in Google Earth Web, a versatile format that allows access through a web browser or Google Earth application with the sharing of an internet address. Many dynamic resources can be used for VFT stops through use of the Google Earth Engine (global satellite imagery draped on topography, 360∘ street-level imagery, and user-submitted 360∘ photospheres). Images, figures, videos, and narration can be embedded into VFT stops. Hyperlinks allow for a wide range of external resources to be incorporated; optional background resources help reduce the knowledge gap between the general public and advanced undergraduate students, ensuring that VFTs can be broadly accessible. Like many in-person field trips, there is a script with learning goals for each stop, but also an opportunity to learn through exploration, as the viewer can dynamically change their vantage at each stop (i.e., guided-discovery learning). This interactive VFT format supports students' spatial skills and encourages attention to be focused on a stop's critical spatial information. The progression from VFT and mapping exercises to geologically reasoned decision-making results in high-quality student work; students find it engaging, enjoyable, and educational.
{"title":"From a virtual field trip to geologically reasoned decisions in Yosemite Valley","authors":"N. Barth, G. Stock, K. Atit","doi":"10.5194/gc-5-17-2022","DOIUrl":"https://doi.org/10.5194/gc-5-17-2022","url":null,"abstract":"Abstract. This study highlights a geology of Yosemite Valley virtual field trip (VFT)\u0000and the companion exercises produced as a four-part educational activity to\u0000substitute physical field experiences. The VFT is created as an Earth\u0000project in Google Earth Web, a versatile format that allows access through a web browser or Google Earth application with the sharing of an internet address. Many dynamic resources can be used for VFT stops through use of the Google Earth Engine (global satellite imagery draped on topography, 360∘ street-level imagery, and user-submitted 360∘ photospheres). Images, figures, videos, and narration can be embedded into VFT stops. Hyperlinks allow for a wide range of external resources to be incorporated; optional background resources help reduce the knowledge gap between the general public and advanced undergraduate students, ensuring that VFTs can be broadly accessible. Like many in-person field trips, there is a script with learning goals for each stop, but also an opportunity to learn through exploration, as the viewer can dynamically change their vantage at each stop (i.e., guided-discovery learning). This interactive VFT format supports students' spatial skills and encourages attention to be focused on a stop's critical spatial information. The progression from VFT and mapping exercises to geologically reasoned decision-making results in high-quality student work; students find it engaging, enjoyable, and educational.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89621769","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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