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In this study, we have created 10 geoscience video lessons that follow the paired-teaching pedagogical approach. This method is used to supplement the standard school curriculum with video lessons, instructed by geoscientists from around the world, coupled with activities carried out under the guidance of classroom teachers. The video lessons intro...
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... Setin et al. (2012) give examples of highly destructive earthquakes that occurred in areas shown by earthquake hazard maps to be relatively safe and call for rigorous and objective testing of hazard maps, and evaluation and clear communication of uncertainties with the users. Lack of basic elements of map reading skills is also identified as one of the key barriers to understanding earthquake-related concepts amongst school students in Tajikistan (Mohadjer et al., 2021). While there are a few hazard map studies 285 (e.g., Nave et al., 2010;Bell and Tobin, 2007;Crozier et al., 2006) exploring variables that influence people's map comprehension such as viewer perceptions of risk, risk area accuracy, preferences for map features, and misconceptions about visualizations, MacPherson-Krutsky et al. (2020) call for more research on assessing the degree to which different factors contribute to high map comprehension levels. ...
Science communication is an important part of research, including in the geosciences, as it can benefit society, science, and make science more publicly accountable. However, much of this work takes place in “shadowlands” that are neither fully seen nor understood. These shadowlands are spaces, aspects, and practices of science communication which are not clearly defined and may be harmful with respect to the science being communicated or for the science communicators themselves. With the increasing expectation in academia that researchers should participate in science communication, there is a need to address some of the major issues that lurk in these shadowlands. Here the editorial team of Geoscience Communication seeks to shine a light on the shadowlands of geoscience communication and suggest some solutions and examples of effective practice. The issues broadly fall under three categories: 1) harmful or unclear objectives; 2) poor quality and lack of rigor; and 3) exploitation of science communicators working within academia. Ameliorating these will require: 1) clarifying objectives and audiences; 2) adequately training science communicators; and 3) giving science communication equivalent recognition to other professional activities. By shining a light on the shadowlands of science communication in academia and proposing potential remedies, our aim is to cultivate a more transparent and responsible landscape for geoscience communication—a transformation that will ultimately benefit the progress of science, the welfare of scientists, and more broadly society at large.
... This model has several learning stages such as observation, reflection, conceptualization, and implementation which make disasters more real for students . Mohadjer et al. (2021) also implements a paired teaching model accompanied by a video that interactively introduces students to earthquakes. Supriyadi et al. (2019) and Atmojo et al. (2020) also applies the SETS (Science Environment Technology and Society) learning model which is proven to increase students' disaster literacy. ...
Disaster education is a mandatory effort to deal with unexpected natural disasters. Disaster education trains knowledge, attitudes, and skills in dealing with disasters, one of which can be done through formal education, starting from early childhood to tertiary education. This writing aims to analyze the model of implementing disaster education through formal education, starting from early childhood education, elementary school, and middle school, to university. This article systematically uses the type of literature review writing by reviewing as many as 53 articles in Scopus-indexed journals and proceedings. The research results show different disaster education models at each level. The early childhood education level is taught with fun learning activities inside and outside the classroom, telling stories, and through websites. Elementary school level is carried out by camping, disaster drills, integrated with learning and local wisdom, implementing programs in schools, and optimizing smartphone functions. The secondary school level is conducted by conducting preparedness exercises, optimizing smartphones, applying specific learning methods, and integrating them with subjects. As for the tertiary level, this can be done by being involved in management, in natural disaster areas, and making disaster education a compulsory subject.
... To overcome this problem, scholars state that technology in education can be a tool to produce an effective learning process and can produce students who are competent in mastering knowledge. This has caused various studies to be carried out to identify strategies and methods to provide knowledge of earthquake disasters to students in a more interactive way that is in line with 21st century learning technology (Muzani Cahyani et al., 2020;Mohadjer et al., 2021). The concept of integrating game methods by teachers in the teaching and learning process of earthquake in the classroom is able to support the teaching and learning process more effectively that is adapted to teaching aids or teaching aids (Zulfhikar, 2020;Feng et al., 2021;Ma et al., 2021;Mohadjer et al., 2021;Sözcü, 2021). ...
... This has caused various studies to be carried out to identify strategies and methods to provide knowledge of earthquake disasters to students in a more interactive way that is in line with 21st century learning technology (Muzani Cahyani et al., 2020;Mohadjer et al., 2021). The concept of integrating game methods by teachers in the teaching and learning process of earthquake in the classroom is able to support the teaching and learning process more effectively that is adapted to teaching aids or teaching aids (Zulfhikar, 2020;Feng et al., 2021;Ma et al., 2021;Mohadjer et al., 2021;Sözcü, 2021). However, in recent times, robot technology has become increasingly popular to help implement a better and systematic learning culture. ...
School students are a group that is very vulnerable to the risk of earthquake disasters in schools. Hence, a clearer understanding of the concept of earthquakes and readiness for earthquakes is a key element that needs to be given special attention by teachers in educating students. This scenario has prompted various studies to be conducted to evaluate and identify methods and strategies to improve understanding of concepts and earthquake preparedness to students. This is to help reduce risk and build disaster resilience among students. Therefore, the integration of the use of robots in the game learning module is able to help students in understanding the important concepts of earthquakes and the readiness that need to be taken when facing this disaster. This is due to the potential of the inclusion of robots in the teaching and learning process of games to boost student intrinsic motivation, enhance their critical thinking, problem-solving, and metacognition skills, and make it simpler for them to understand difficult concepts. To ensure that the teaching and learning process of the robot game module is perfectly implemented and meets the learning objectives, it is crucial to choose the appropriate theory. This article suggests a theoretical framework based on inclusive review of literatures to explore conceptual understanding of earthquake and earthquake preparedness among school students at Ranau, Sabah.
... The mitigation of natural risk commonly involves educational campaigns aimed at disseminating correct scientific information among the exposed communities (Cardona, 1997;Borges de Amorim and Chaffe, 2021;Mohadjer et al., 2021). A clear understanding of how natural phenomena may unfold and eventually impact our lives is expected to favour the adoption of mitigation measures and cautious behaviour (Camassi et al., 2016;Meyer, 2009). ...
... A clear understanding of how natural phenomena may unfold and eventually impact our lives is expected to favour the adoption of mitigation measures and cautious behaviour (Camassi et al., 2016;Meyer, 2009). However, the simple availability of correct information may be insufficient (Cook and Melo Zurita, 2019;Mohadjer et al., 2021). Mental models, personal experience, and emotional belief play an important role in shaping people's response to hazards (Meyer, 2009). ...
Strategies of risk mitigation become effective when citizens facing hazardous phenomena adopt rational behaviours that contribute to the lowering of 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 organised around the descriptions of the natural process and its effects. Unfortunately, however, receiving correct information does not automatically grant the adoption of safe behaviours. 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 (aged 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 pupils to write and illustrate 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 useful hints to spark discussion about volcanic processes and hazards. As a whole, the collected stories provide a multifaceted description of volcanic eruptions and their potential impacts as imagined by the kids. A careful analysis of this material provided several insights useful to improve future outreach material and educational plans. The workshop is simple to reproduce, even remotely, and could easily be extended to different types of hazards.
While very simple to organise, this approach grants the secure engagement of most participants and offers a very different perspective on pupils' understanding of natural phenomena.
... Ao mesmo tempo e em sentido complementar, aproximações teóricas têm sido feitas a termos mais amplos como o pensamento geográfico (Callai, 2003, Cavalcanti, 2005, Moreira, 2007, Cavalcanti, 2019 Por isso, antes de se aprofundar as discussões que envolvem o pensamento espacial, tenha-se como centro a definição oficial presente no prefácio do relatório do Conselho Nacional de Pesquisa dos EUA, de que o "pensamento espacial -uma forma de pensar -é baseado em um amálgama construtivo de três elementos: conceitos de espaço, ferramentas de representação e processos de raciocínio" (NRC, 2006, p. ix). Tendo em vista a definição oficial é importante que seja assinalado que ela postula, a partir dos três elementos, uma divisão que envolve a espacialidade (os conceitos espaciais presentes na configuração e nos arranjos espaciais), a visualidade (a expressão das representações gráficas), e a interpretação da espacialidade pela visualidade (os processos de raciocínio realizados pela interação do sujeito com o objeto de conhecimento), já discutido em publicações anteriores (Castellar & De Paula, 2020, 2021. ...
Resumo: A presente contribuição visa estabelecer ligações entre uma noção integrada de espaço (absoluto, relativo e relacional), o desenvolvimento do pensamento espacial na cons trução do raciocínio geográfico e as possibilidades de orientação prática para o ensino da Geografia no mundo escolar. Para atender a esse objetivo, esta proposta inclui algu mas das discussões disponíveis na literatura sobre educação geográfica, com foco no debate teórico da cartografia escolar na educação geográfica brasileira. Estes estudos nos permitiram, além de obter dados consistentes no campo do ensino e da aprendiza gem em Geografia, indícios para analisar critérios que compõem o raciocínio geográfico e o alcance do raciocínio em Geografia. Em termos de resultados, este exercício docu mental abrangente caracteriza a qualidade relacional que deriva de um raciocínio de totalidade - na especialidade- próprio da Geografia; aprofunda-se na definição da nature za procedimental do pensamento espacial com seus respetivos potenciais facilitadores para alcançar conhecimentos poderosos e projeta cinco campos nos quais se viabiliza uma educação geográfica para que o sujeito não só entenda e explique o espaço, mas também que o habite e o transforme.
Science communication is an important part of research, including in the geosciences, as it can (1) benefit both society and science and (2) make science more publicly accountable. However, much of this work takes place in “shadowlands” that are neither fully seen nor understood. These shadowlands are spaces, aspects, and practices of science communication that are not clearly defined and may be harmful with respect to the science being communicated or for the science communicators themselves. With the increasing expectation in academia that researchers should participate in science communication, there is a need to address some of the major issues that lurk in these shadowlands. Here, the editorial team of Geoscience Communication seeks to shine a light on the shadowlands of geoscience communication by geoscientists in academia and suggest some solutions and examples of effective practice. The issues broadly fall under three categories: (1) harmful or unclear objectives, (2) poor quality and lack of rigor, and (3) exploitation of science communicators working within academia. Ameliorating these problems will require the following action: (1) clarifying objectives and audiences, (2) adequately training science communicators, and (3) giving science communication equivalent recognition to other professional activities. In this editorial, our aim is to cultivate a more transparent and responsible landscape for geoscience communication – a transformation that will ultimately benefit the progress of science; the welfare of scientists; and, more broadly, society at large.
Although earthquakes are a threat in many countries and considerable resources have been invested in safety regulations, communities at risk often lack awareness and preparedness. Risk communication is a key tool for building resilient communities, raising awareness, and increasing preparedness. Over the past 2 decades, seismic risk communication has evolved significantly. This has led to a reorientation from a predominantly “one-way”, top-down communication model to the promotion of new models in which people, their needs, and their participation in disaster risk management are central elements. The 2015–2030 Sendai Framework recommendations, recent disaster experiences and research have highlighted that new models can improve communication effectiveness. In this paper, we critically explore this transition by conducting a scoping review (n=109 publications) of seismic risk communication in Europe. We analyse the approaches, messages, tools, and channels used for seismic risk communication and how they have changed over time. The results reveal that the stated goals of seismic risk communication are, in decreasing order, to share information, raise awareness, change behaviours/beliefs, and increase preparedness. Pupils, students, and citizens are the primary recipients of communication activities. Over the years, two trends have emerged. First, “two-way”, transdisciplinary and bottom-up communication models prevailed over the “one-way” model. Second, communication aimed more at promoting proactive behaviours than just informing the public. Face-to-face, hands-on activities, and serious games are key tools to engage with the public. The results also reveal the emerging role of social media to target different audiences/social groups. Strikingly, only one-fifth of the analysed publications explicitly build on or tests risk communication theories. Future research could focus on comparing practices across countries and risks (e.g., earthquakes and floods) and on innovating communication theories and methodologies, especially by incorporating the role of information technologies and social media.
Although earthquakes are a threat in many countries and considerable resources have been invested in safety regulations, communities at risk often lack awareness and preparedness. Risk communication is a key tool for building resilient communities, raising awareness, and increasing preparedness. Over the past two decades, risk communication has evolved significantly. This has led to a reorientation from a predominantly “one-way”, top-down communication model to the promotion of “two-way” or “three-way” models in which people, their needs, and their participation in disaster risk management and co-creation are a central element. The reasons for this shift are many. For example, recent disaster experiences and research have highlighted that one-way, passive risk communication is poorly interpreted, often misunderstood, and can even destroy public trust in emergency management authorities. In this paper, we critically explore this transition by conducting a scoping review (n=109 publications) of seismic risk communication in Europe. We analyze the approaches, messages, tools, and channels used for seismic risk communication and how they have changed between 2000 and 2022, emphasizing how public engagement in risk communication has been de facto implemented over the past 20 years. The results reveal that the stated goals of seismic risk communication are, in decreasing order, to share information, raise awareness, change behaviors/beliefs, and increase preparedness. Pupils, students, and citizens are the primary recipients of communication activities. Over the years, two trends have emerged. First, the “two-way” or “three-way” communication models became more prevalent than the “one-way” model. Second, the aims of communication became more proactive than informative. Face to face, hands-on activities, and serious games are key tools to engage with the public. The results also reveal the emerging role of social media as an information and dissemination channel in the efforts to reach audiences that are so diverse in terms of age, culture, and education. Strikingly, only one fifth of the analyzed publications explicitly builds on or tests risk communication theories. Future research must focus particularly on comparing practices across countries and risks (e.g. earthquakes and floods) and on innovating communication theories and methodologies, especially by incorporating the role of information technologies and social media.
Climate change is one of the major challenges of our society; thus educational resources on climate risk and adaptation are needed. In this case study, we present a short-duration face-to-face training for water professionals about the Intergovernmental Panel on Climate Change (IPCC)'s climate risk framework. The training uses problem-based learning (PBL) pedagogy, and its suitability and benefits are evaluated with qualitative observation and self-assessment of knowledge of tertiary students and practitioners from five independent groups in Brazil. We find that the application of a mapping exercise using the IPCC's climate risk framework supports learning about climate risk, as well as data interpretation, creativity, teamwork, communication, and critical thinking by the participants. This work merges the IPCC's climate risk framework and PBL for climate risk training. The proposed training enables the teaching of climate risk in stand-alone courses and professional development training in areas where climate is an embedded component.
