Geoscience Communication最新文献

{"title":"Assessing stakeholder climate data needs for farm-level decision-making in the U.S. Corn Belt","authors":"Suzanna Clark, J. Wolfinger, M. Kenney, M. Gerst, H. Roop","doi":"10.5194/gc-6-27-2023","DOIUrl":"https://doi.org/10.5194/gc-6-27-2023","url":null,"abstract":"Abstract. Across the Midwest region of the United States, agriculturalists\u0000make decisions on a variety of timescales, ranging from daily to weekly,\u0000monthly, and seasonally. Ever-improving forecasts and decision support tools could assist the decision-making process, particularly in the context of a changing and increasingly variable climate. To be usable, however, the\u0000information produced by these forecasts and tools should be salient,\u0000credible, legitimate, and iterative – qualities which are achieved through\u0000deliberate co-production with stakeholders. This study uses a document\u0000analysis approach to explore the climate information needs and priorities of stakeholders in the U.S. Corn Belt. Through the analysis of 50 documents, we find that stakeholders are primarily concerned with practical and tactical decision-making, including from whom they obtain their information, the application of information to agricultural, water, and risk management, and desired economic outcomes. The information that stakeholders desire is less focused on social issues, environmental issues, or long-term climate resilience. These results can inform the development of future decision support tools, identify known gaps in climate information services to reduce stakeholder fatigue, and serve as an example to scientists trying to understand stakeholder needs in other regions and specialties.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85610662","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}

{"title":"Geoscientists' views about science communication: predicting willingness to communicate geoscience","authors":"Joana Rodrigues, C. Castro, E. Costa e Silva, D. Pereira","doi":"10.5194/gc-6-15-2023","DOIUrl":"https://doi.org/10.5194/gc-6-15-2023","url":null,"abstract":"Abstract. The main barriers to science communication are common in different fields and they are widely identified in the literature. Studies focused on specific scientific communities framed science communication as an activity with the specificities of each context and field. In this study, we analysed geoscientists' representations and attitudes about communication to understand which factors can have significant impact on the prediction of\u0000public engagement and that can explain the frequency/intensity of communication. The results pointed out that factors such as professional experience, recognition by the institution, lack of financial support, personal satisfaction and geoscientific area of expertise, have a significant effect on their public engagement.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86541568","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}

{"title":"GC Insights: Nature stripes for raising engagement with biodiversity loss","authors":"M. Richardson","doi":"10.5194/gc-6-11-2023","DOIUrl":"https://doi.org/10.5194/gc-6-11-2023","url":null,"abstract":"Abstract. Globally, there has been a stark decline in biodiversity since 1970, yet climate change receives far greater attention. The “warming stripes” have shown the power of very simple graphical visualisations of data for communicating with broad audiences. The “nature stripes” show how biodiversity data can also be presented in a similar way for a positive effect.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84702522","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}

{"title":"Handwritten letters and photo albums linking geoscientists with school classes","authors":"M. Stiller-Reeve, C. Argentino, K. Waghorn, S. Vadakkepuliyambatta, Dimitri Kalenitchenko, G. Panieri","doi":"10.5194/gc-6-1-2023","DOIUrl":"https://doi.org/10.5194/gc-6-1-2023","url":null,"abstract":"Abstract. Was something lost as society moved away from\u0000“traditional” media such as handwritten letters and photography and into\u0000the digital age? Some of the authors remember this age fondly, and we wanted to see if this fondness could be translated into a science dialogue project with school classes. We designed and carried out a communication process with four classes at different schools across Europe. During this process, each class would interact with a single scientist primarily via handwritten questions, letters, and a Polaroid photo album. The scientists would make this unique, one-of-a-kind album whilst on board a research expedition in the Barents Sea. We asked whether this process might show any benefits to the school students involved. To answer this, we asked the students to write up their thoughts on communicating with a scientist in this way. We analysed the texts and found that most students thought that the letters and Polaroid albums were a “beautiful experience”. Others commented on how important it is to actually put pen to paper and write since they (almost) only use digital media these days. Most importantly, the students learnt different elements of the science connected to the research expedition but also about the scientific process in general. And, equally important, some of the students were surprised and thankful that the scientists took the time to communicate with them in such a personal way. These results could possibly have been achieved using other media; however, the handwritten letters and Polaroids worked very well. They also seemed to conjure up some of the personal memories that we have about communication not so long ago. Maybe there is something to be said for slowing things down with our science communication projects and making them more personal and unique. This is something that snail mail and making photo albums forces us to do.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84979589","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}

{"title":"Exploring TikTok as a promising platform for geoscience communication","authors":"Emily E. Zawacki, W. Bohon, Scott Johnson, D. Charlevoix","doi":"10.5194/gc-5-363-2022","DOIUrl":"https://doi.org/10.5194/gc-5-363-2022","url":null,"abstract":"Abstract. With TikTok emerging as one of the most popular social media\u0000platforms, there is significant potential for science communicators to\u0000capitalize on this success and to share their science with a broad, engaged\u0000audience. While videos of chemistry and physics experiments are prominent\u0000among educational science content on TikTok, videos related to the\u0000geosciences are comparatively lacking, as is an analysis of what types of\u0000geoscience videos perform well on TikTok. To increase the visibility of the\u0000geosciences and geophysics on TikTok and to determine best strategies for\u0000geoscience communication on the app, we created a TikTok account called\u0000“Terra Explore” (@TerraExplore). The Terra Explore account is a joint\u0000effort between science communication specialists at UNAVCO, IRIS\u0000(Incorporated Research Institutions for Seismology), and OpenTopography. We\u0000produced 48 educational geoscience videos over a 4-month period between\u0000October 2021 and February 2022. We evaluated the performance of each video\u0000based on its reach, engagement, and average view duration to determine the\u0000qualities of a successful video. Our video topics primarily focused on\u0000seismology, earthquakes, topography, lidar (light detection and ranging),\u0000and GPS (Global Positioning System), in alignment with our organizational\u0000missions. Over this time period, our videos garnered over 2 million total\u0000views, and our account gained over 12 000 followers. The videos that\u0000received the most views received nearly all (∼ 97 %) of\u0000their views from the For You page, TikTok's algorithmic recommendation feed. We\u0000found that short videos (< 30 s) had a high average view duration,\u0000but longer videos (> 60 s) had the highest engagement rates.\u0000Lecture-style videos that were approximately 60 s in length had more\u0000success in both reach and engagement. Our videos that received the highest\u0000number of views featured content that was related to a recent newsworthy\u0000event (e.g., an earthquake) or that explained location-based geology of a\u0000recognizable area. Our results highlight the algorithm-driven nature of\u0000TikTok, which results in a low barrier to entry and success for new science\u0000communication creators.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83240070","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}

{"title":"Building confidence in STEM students through breaking (unseen) barriers","authors":"P. Heron, Jamie A. Williams","doi":"10.5194/gc-5-355-2022","DOIUrl":"https://doi.org/10.5194/gc-5-355-2022","url":null,"abstract":"Abstract. Science, technology, engineering, and math (STEM) subjects have historically struggled to be inclusive and accessible to students from diverse backgrounds. The field of geoscience, in particular, has also had challenges in diversity with respect to staff and student recruitment. The consequence of non-inclusive practices still propagates today, with certain demographics not engaging in STEM activities. As a result, there needs to be conscious efforts to adopt equity, diversity, and inclusive (EDI) initiatives for subjects such as geoscience to grow. In this article, we outline the steps we have taken to break down known (and unknown) barriers to education in the teaching of a science outreach course to a diverse student body. Our outreach course, Think Like A Scientist, has been running in a number of English prisons since 2019. Although the programme is tailored to the restrictive prison environment, the application of its core principles to education are fundamental EDI practices that could be beneficial to a wide audience. In this paper, we outline our reasoning for specific pedagogical choices in the classroom when working with students that have low confidence in STEM education, and we highlight the need for engagement that is not only relatable, accessible, and inclusive but also offers encouragement.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90602394","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}

{"title":"Climate Stories: enabling and sustaining arts interventions in climate science communication","authors":"E. Woodley, S. Barr, P. Stott, Pierrette Thomet, Sally Flint, Fiona Lovell, Evelyn O’Malley, D. Plews, C. Rapley, C. Robbins, Rebecca Pearce, Rebecca Sandover","doi":"10.5194/gc-5-339-2022","DOIUrl":"https://doi.org/10.5194/gc-5-339-2022","url":null,"abstract":"Abstract. The climate science community faces a major challenge with respect to communicating the\u0000risks associated with climate change within a heavily politicised landscape that is\u0000characterised by varying degrees of denial, scepticism, distrust in\u0000scientific enterprise, and an increased prevalence of misinformation (“fake\u0000news”). This issue is particularly significant given the reliance on\u0000conventional “deficit” communication approaches, which are based on the\u0000assumption that scientific information provision will necessarily lead to\u0000desired behavioural changes. Indeed, the constrained orthodoxy of scientific practices in seeking to maintain strict objectivity and political separation imposes very tangible limits on the potential effectiveness of climate\u0000scientists for communicating risk in many contemporary settings. To address\u0000these challenges, this paper uses insights from a collaboration between UK\u0000climate scientists and artist researchers to argue for a more creative and\u0000emotionally attentive approach to climate science engagement and advocacy.\u0000In so doing, the paper highlights innovative ways in which climate change\u0000communication can be reimagined through different art forms to enable\u0000complex concepts to become knowable. We suggest that in learning to express\u0000their work through forms of art, including print-making, theatre and\u0000performance, song-writing, and creative writing, researchers experienced not\u0000only a sense of liberation from the rigid communicative framework operating\u0000in their familiar scientific environment but also a growing self-confidence in their ability and willingness to engage in new ways of expressing their work. As such, we argue that scientific institutions and funding bodies should recognise the potential value of climate scientists engaging in advocacy through art–science collaborations and that these personal investments and contributions to science engagement by individuals should be rewarded and valued alongside conventional scientific outputs.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90764049","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}

{"title":"The potential for using video games to teach geoscience: learning about the geology and geomorphology of Hokkaido (Japan) from playing Pokémon Legends: Arceus","authors":"E. G. McGowan, L. Alcott","doi":"10.5194/gc-5-325-2022","DOIUrl":"https://doi.org/10.5194/gc-5-325-2022","url":null,"abstract":"Abstract. In recent years, video games, as a geoscience communication tool, have gained\u0000momentum. Popular commercial video games see millions of people around the\u0000world immersed in wondrous landscapes, many filled with real geological\u0000features including volcanoes, mineral deposits, and dinosaurs. Even though\u0000these features can be overlooked by many players as simple video game\u0000tropes, if utilized in educational environments or scientific outreach\u0000events, video games have the potential to encourage and stimulate teaching\u0000of geoscientific concepts, both in the classroom or in their own time. Here,\u0000we focus on the geo-educational potential of Pokémon Legends: Arceus, the latest game in the\u0000popular Pocket-Monster franchise, Pokémon. Pokémon Legends: Arceus is set in a fictional landscape, Hisui,\u0000that is directly based on the real-world island of Hokkaido, northern Japan.\u0000Both formal (peer-reviewed literature) and informal (online websites)\u0000resources are used to explore in-game and real-world geological feature\u0000comparisons and assess the game's educational potential. This paper\u0000demonstrates that a single commercial video game can be used to explore a\u0000variety of geological and geomorphological concepts including volcanology,\u0000economic geology, and hazard mitigation, with direct real-world examples to\u0000support the geoscientific understanding. Applications for this study could\u0000be extremely useful, not only for increasing interest and facilitating the\u0000self-learning of geoscience worldwide, but also for teaching in educational\u0000environments. From an educational standpoint, Pokémon Legends: Arceus could be used as a powerful\u0000tool to help students engage more in their learning by utilizing their\u0000natural affinity to the popular game and showcasing the many geological and\u0000geomorphological features found across the landscape of Hisui.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74400366","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}

{"title":"The perception of palaeontology in commercial off-the-shelf video games and an assessment of their potential as educational tools","authors":"T. Clements, Jake Atterby, T. Cleary, Richard P. Dearden, Valentina Rossi","doi":"10.5194/gc-5-289-2022","DOIUrl":"https://doi.org/10.5194/gc-5-289-2022","url":null,"abstract":"Abstract. Video games now comprise the largest sector of the media entertainment\u0000industry. Hundreds of video games, spanning a huge variety of genres and\u0000platforms, use extinct animals and/or palaeontological themes as a basis for\u0000their gameplay. Because of this, many players, especially children, spend\u0000long periods of time engaging with and being immersed in palaeontological\u0000concepts and themes. Video games may be the first medium of implicit or\u0000tangential science communication they engage with, especially with regards\u0000to palaeontology. However, commercial off-the-shelf video games are not\u0000primarily designed to be educational tools, and the proliferation of some\u0000common tropes can disseminate harmful and/or unethical (mis)information\u0000regarding palaeontology. This paper introduces the major types of\u0000palaeontological video games and discusses their educational potential. We\u0000highlight the most common palaeontological tropes, both positive and negative, observed in video games to better equip science communicators regarding the\u0000perception of palaeontology (and ancient animals) in this massively\u0000influential medium that they may encounter when undertaking scientific\u0000engagement. Furthermore, by highlighting common misconceptions and harmful\u0000tropes, we aim to bring awareness to game developers, who may be unaware that\u0000they could be propagating negative tropes about palaeontological science.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73883116","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}

{"title":"Is there a climate change reporting bias? A case study of English-language news articles, 2017–2022","authors":"C. Brimicombe","doi":"10.5194/gc-5-281-2022","DOIUrl":"https://doi.org/10.5194/gc-5-281-2022","url":null,"abstract":"Abstract. How weather hazards are communicated by the media is important.\u0000Which risks are understood, prioritized and acted upon can be influenced\u0000by the level of attention they receive. The presented work investigates whether or not\u0000the number of weather hazard news articles has increased since 2017, which\u0000weather hazards received the most attention in the news articles, and how\u0000often climate change was discussed in relation to weather hazards in these news articles. The methods used are advanced searches of Google and the Emergency Disaster Database (EM-DAT) for media articles considering\u0000weather hazards – specifically floods, heat waves, wildfires, storms and droughts – between 2017\u0000and 2022. Results suggest that storms are more likely to be reported than any other climate risk, though wildfires generate more news articles per event. Bias in reporting needs to be addressed and is important, because it can exacerbate un-preparedness.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89699355","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}