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GeoTalk: Sharing geoscience with kids and educators

GeoTalk: Sharing geoscience with kids and educators

GeoTalk interviews usually feature the work of early career researchers, but this month we deviate from the standard format to speak to Marina Drndarski, a biology teacher at the primary school Drinka Pavlović in Belgrade, Serbia. Marina has been involved with EGU’s geoscience education activities for more than five years; she is an active contributor to Planet Press articles, bitesize press releases for kids, parents and educators, and has participated in the Geosciences Information for Teachers (GIFT) workshops at the General Assembly.

Thanks for talking to us today! Could you introduce yourself and tell us about your career path?

Hi geoscientific people,

My name is Marina, and I teach biology and environmental studies in primary and secondary schools in Belgrade, Serbia.

As an experienced teacher I realised that it’s not only my priority to give lectures and assess my students’ knowledge inside the four walls of my classroom, but also to give them an opportunity to get out of the box: whether that’s involving them in projects, taking part in active citizenship, exploring, researching, debating, or searching for the most improbable and unexpected solutions to problems in everyday life.

During my 25 years of teaching, I worked as an expert for education quality standards governed by the Ministry of Education of the Republic of Serbia. I have written several biology and environmental handbooks, workshops and teaching learning materials for students and teachers.

With my students I have participated in several national and international projects (such as the Global Designathon SerbiaEco Schools Serbia, the WWF European Schools For a Living Planet, Creating a School (on Mars) From Scratch, and the 2018 International Schools Essay Competition and Debate to name only a few). Meanwhile, I have also completed specialised academic studies on environmental protection and law at Faculty of Law, University of Belgrade.

After field work with Eco-Musketeers on Deliblato sands, one of the Special Nature Reserve in Serbia (Credit: Marina Drndarski)

Could you tell us about your involvement with EGU and how that has progressed over the years?

My first experience with the EGU GIFT workshops was at the 2014 General Assembly. First, I was fascinated by the huge crowds of the scientific community, rushing through the halls to be a part of The Face of the Earth (the 2014 conference theme). As part of the event, with colleagues from all around the world, I really enjoyed the inspirational lectures over four days. Although the GIFT program ended by the middle of the week, I stayed up to two more days, until the closing of the conference.

During the EGU GIFT 2014 poster sessions, I presented my work with my students, members of the Eco-Muskeeters, and enjoyed the experience of exchanging teaching methodology with other colleagues and visitors. Among the various activities and workshops that we had that year, I would single out Bárbara Ferreira’s (the EGU Media and Communications Manager) presentation about bitesize press releases for kids, Planet Press. After the presentation we were offered to participate in the translation of the Planet Press releases into our native tongues, which I immediately and wholeheartedly accepted.

After great experience participating in 2014, I searched for a new opportunity to participate again for EGU GIFT 2015, The Voyage through the Scales. This time I came with a new poster, Experiment-o-mania, and short oral presentation to GIFT participants on how I use Planet Press articles in my classes.

Although I normally do not teach geosciences, I have found many ways to use the Planet Press releases in teaching biology, especially in environmental science.

During the last few years I have translated all of the articles from English to Serbian. I can confess that I honestly enjoy in each of the new press releases.

In addition to helping review Planet Press articles, you also incorporate texts from Planet Press and GeoTalk into your own lessons! How do you use these articles to teach your students about Earth science?

Students are given different articles from Planet Press which deal with one topic, such as climate change or global warming. Each pair of students also has a piece paper in front of them, with the theme on the paper’s center. As the student pair read the received articles (two for each of them), they construct their maps.

After that, all together, we construct the class conceptual map and discuss and propose suggestions for how each of us can influence to environment based on the principles of sustainable development, such as reducing carbon emissions, saving energy and using water wisely.

At the end of the class, students take a climate change quiz on Kahoot (https://create.kahoot.it/; Planet Press) or Quizlet.

Writing a conclusion is an important part of any piece of writing, so for the next class the students write an essay overview to summarise the topic.

Example of the class conceptual map for climate change and global warming. (Credit: Marina Drndarski)

In your own experience, what have students gained from these kid-friendly posts and press releases?

Planet Press: Remove carbon dioxide from the air or risk young people’s future

In my opinion, most of the obligatory textbooks for elementary or secondary school have topics such as climate change, Earth’s structure, glaciers, landslides etc. that are explained too narratively.

Most of the main text are described as definitions which students have to learn as facts, without putting students in the center of learning, placing themselves in a position to explore the topic, perform a scientific procedure and make a discovery, demonstrate a known fact, solve problems, or suggest solutions which may be achievable.

On the contrary, all the articles from Planet Press and GeoTalk provide real examples of field research and show students that science is actually happening somewhere in the world. Most importantly for students, are that most of the articles often show how science can influence everyday life, and that there are possible solutions and recommendations for what we can do to relieve pressure on the planet.

Additionally the questions in the “Find out more” section provide me with an opportunity to develop discussions in class.

Also, the possibility that the articles can be read in a foreign language, for example in English or German (languages which are taught at my school), give students the opportunity to improve their language skills.

What is your advice for scientists that want to work with school kids?

First, it is important for students to understand that somewhere in the world a whole team of scientists zealously work to improve the living conditions of the planet. New findings can help us see the actual state of the planet and give us the big picture of what we need to see. That’s why the Planet Press releases can open new perspectives to students to explore more through the offered material and links or to find answers to some scientific questions, feeding their curiosity and helping them develop awareness regarding the problems which concern us all.

I would suggest one-hour live meetings with scientists and students, whether the scientists are directly addressing kids in the classroom or responding via the internet. Therefore, it is necessary to go over one scientific topic with the students before the meeting in order to allow the students enough time to prepare questions for discussion.

Also, students can be citizen scientists on research teams, and engage in mini projects, such as collecting information from local areas or visiting researchers in the field. Perhaps even some of the students can give new information to researchers!

I am deeply aware that many scientists suffer from lack of time, but this kind of learning can be really helpful for students.

Interview by Olivia Trani, EGU Communications Officer

Some of Marina’s representative publications over last few years

Miličić, D., Drndarski, M., Trajković J., Savić T., Lučić L., and Pavković-Lučić S. (2018). A matter of health: Evaluation of health habits in pupils in Primary School in Serbia; 4th Balkan Scientific Conference on Biology, Nov. 1st-3rd, 2017. Plovdiv, Bulgaria (in press).

Drndarski, M. and Turšijan, T. (2015). Application of case study method of the conceptual map (brain map) in the realization of the education program content of environmental protection (climate change). Book: Teacher as a researcher: examples of good practice, Ministry of education, science and technological development Republic of Serbia, p. 41-47 (usage the Planet Press articles to create conceptual maps about the climate change) ISBN 978-86-7452-064-2. (in Serbian) (https://www.researchgate.net/publication/279195498_Nastavnik_kao_istrazivac_primeri_dobre_prakse)

Drndarski M. (2015). Experiment-о-mania – Abstract for the EGU General Assembly 2015 – Geophysical Research Abstracts Vol. 17, EGU2015-4692-1, 2015. EGU General Assembly 2015. © Author(s) 2015. CC Attribution 3.0 License.

Drndarski M., (2014). All for the Planet, Planet for All – Abstract for the EGU General Assembly 2014 – Geophysical Research Abstracts Vol. 16, EGU2014-PREVIEW, 2014 EGU General Assembly 2014 © Author(s) 2014. CC Attribution 3.0 License.

Miličić, D., Drndarski, M., Holod, A., Lazić, Z. (2014). Fibonacci and golden ratio in interdisciplinary teaching. Teaching Innovations, XXVII, 2014/4, str. 86–91. (http://scindeks.ceon.rs/Article.aspx?artid=0352-23341404086M&lang=en)

A first-timer’s guide to the 2019 General Assembly

A first-timer’s guide to the 2019 General Assembly

Will this be your first time at an EGU General Assembly? With more than 15,000 participants in a massive venue, the conference can be a confusing and, at times, overwhelming place.

To help you find your way, we have compiled an introductory handbook filled with history, presentation pointers, travel tips and a few facts about Vienna and its surroundings. Download your copy of the EGU General Assembly guide here!

And if you plan to apply for funding support to attend the General Assembly, don’t forget the deadline is just around the corner: the call closes on Saturday, 1 December. For details on how to submit your abstract and apply to the Roland Schlich travel support scheme at the same time, check out this blog post from a few weeks ago.

EGU 2019 will take place from 7 to 12 April 2017 in Vienna, Austria. For more information on the General Assembly, see the EGU 2019 website and follow us on Twitter (#EGU19 is the official conference hashtag) and Facebook.

October GeoRoundUp: the best of the Earth sciences from around the web

October GeoRoundUp: the best of the Earth sciences from around the web

Drawing inspiration from popular stories on our social media channels, major geoscience headlines, as well as unique and quirky research, this monthly column aims to bring you the latest Earth and planetary science news from around the web.

Major story

In October, the UN Intergovernmental Panel on Climate Change (IPCC) released a landmark report and summary statement that detailed the severe consequences for our environment and society if global warming continues unabated. The special report, also known as the SR15, was compiled by 91 authors from 40 countries, and cites more than 6,000 peer-reviewed studies.

“There’s no doubt that this dense, science-heavy, 33-page summary is the most significant warning about the impact of climate change in 20 years,” said Matt McGrath an environment correspondent for BBC News.

The  EGU announced its support of the IPCC report in a statement published last month. In this address, EGU President Jonathan Bamber said: “EGU concurs with, and supports, the findings of the SR15 that action to curb the most dangerous consequences of human-induced climate change is urgent, of the utmost importance and the window of opportunity extremely limited.”

The IPCC was first commissioned to produce this report by the UN Convention on Climate Change following the Paris agreement, where world leaders pledged to limit global warming to well below 2ºC above pre-industrial levels and “pursue efforts” towards 1.5ºC. The goal of the report was to better understand what it would take for the world to successfully meet this 1.5ºC target and what the consequences would be if we are unable to reach this goal.

The report illustrates the two different outcomes that would arise from limiting global warming to 1.5ºC or allowing temperatures to rise to 2ºC.

While a half-degree doesn’t come across like a pronounced difference, the report explains that additional warming by this degree could endanger tens of millions more people across the world with life-threatening heat waves, water shortages, and coastal flooding from sea level rise. This kind of warming would also increase the chances that coral reefs and Arctic sea ice in the summer would disappear. These are just a few of the impacts detailed in the report. Recently, Carbon Brief has also produced an interactive graphic that does a deep dive into how climate change at 1.5ºC, 2ºC and beyond will impact different regions and communities around the world.

It should be noted that while limiting warming to 1.5ºC is the better of the two pathways, it still isn’t optimal. For example, under this warming threshold, the authors of the report project that global  sea levels would still rise, coral reefs would decline by 70-90%, and more than 350 million additional people would be exposed to severe drought.

Furthermore, the report goes on to explain what action (and just how much of it) would be necessary to limit warming to 1.5ºC. An article from the Guardian perhaps put it best: “there’s one simple critical takeaway point: we need to cut carbon pollution as much as possible, as fast as possible.

The report authors emphasise that limiting warming would require a massive international movement to reduce emissions and remove carbon dioxide from the atmosphere; and additionally this effort would need to happen within the next few years to avoid the most severe outcomes. They warn that if greenhouse emissions are still released at their current rate, the Earth’s temperature may reach 1.5ºC some time between 2030 and 2052, and reach more than 3ºC by 2100. Even more so, they concluded that the greenhouse gas reduction actions currently pledged by various countries around the world are still not enough to limit warming to 1.5ºC.

Measures to reach this temperature target include reducing global carbon dioxide emissions by 45% from 2010 levels by 2030, and reach a ‘net-zero’ by 2050. and making dramatic investments in renewable energy. They conclude that 70-35% of the world’s electricity should be generated by renewables like wind and solar power by 2050. By that same time, the coal industry would need to be phased out almost entirely.

Moreover, the authors say that we would need to expand forests and develop technology to suck carbon dioxide from the atmosphere. The report notes that climate action needs to be taken on an individual level as well, such as reducing the amount of meat we eat and time we spend on flying airplanes.

The authors report that we have the technology and means to limit warming by 1.5ºC, but they warn that the current political climate could make reaching this goal less likely.

“Limiting warming to 1.5ºC is possible within the laws of chemistry and physics but doing so would require unprecedented changes,” said Jim Skea, Co-Chair of IPCC Working Group III, in an IPCC press release.

Still have questions about the recent report? The IPCC has released a comprehensive FAQ and Carbon Brief has published an in-depth Q&A that addresses questions such as why the panel released the report, why adaptation is important, what the reaction has been, and what’s next.

What you might have missed

BepiColombo approaching Mercury. Credit: ESA/ATG medialab; Mercury: NASA/JPL

Last month the science media was also abuzz with a series of space agency news. On 20 October, the European-Japanese mission BepiColombo successfully launched from French Guiana, starting its seven-year long journey to Mercury, the smallest and least explored terrestrial planet in the Solar System. The probe is poised to be the third mission to travel to Mercury.

Once it arrives in 2025, the spacecraft will actually separate into two satellites, which will orbit the planet for at least one year. One satellite will investigate Mercury’s magnetic field while the other will take a series of measurements, including collecting data on the planet’s terrain, topography, and surface structure and composition. The researchers involved with the mission hope to learn more about Mercury’s origins and better understand the evolution of our solar system.

While one mission has started its journey, another’s has come to an end. Last month NASA’s planet-hunting Kepler space telescope has officially been retired after running out of fuel. Over its 9-year life span, the telescope has spotted more than 2,600 planets outside our solar system, many of which are possibly capable of sustaining life.

“As NASA’s first planet-hunting mission, Kepler has wildly exceeded all our expectations and paved the way for our exploration and search for life in the solar system and beyond,” said Thomas Zurbuchen, associate administrator of NASA’s Science Mission Directorate in Washington. “Not only did it show us how many planets could be out there, it sparked an entirely new and robust field of research that has taken the science community by storm. Its discoveries have shed a new light on our place in the universe, and illuminated the tantalizing mysteries and possibilities among the stars.”

However, even though Kepler’s planet-scoping days are over, NASA’s new space observatory, the Transiting Exoplanet Survey Satellite (TESS) mission, which launched in April 2018, will continue the search for habitable worlds.

NASA’s Kepler space telescope, shown in this artist’s concept, revealed that there are more planets than stars in the Milky Way galaxy. Image credit: NASA

Links we liked

The EGU story

Earlier in October, we announced the winners of the 2019 EGU awards and medals: 45 individuals who have made significant contributions to the Earth, planetary and space sciences and who will be honoured at the 2019 EGU General Assembly next April. We have also announced the winners of the Outstanding Student Poster and PICO (OSPP) Awards corresponding to the 2018 General Assembly, which you can find on our website. Congratulations to all!

This month, we also opened the call for abstracts for the EGU 2019 General Assembly. If you are interested in presenting your work in Vienna in April, make sure you submit your abstract by 10 January 2019, 13:00 CET. If you would like to apply for a Roland Schlich travel grant to attend the meeting, please submit your abstract no later than 1 December 2018. You can find more information on the EGU website.

Interested in science and art? After successfully hosting a cartoonist and a poet in residence at last year’s annual meeting, we are now opening a call for artists to apply for a residency at the EGU 2019 General Assembly. The deadline for applications is 1 December. You can find more information about the opportunity online here.

And don’t forget! To stay abreast of all the EGU’s events and activities, from highlighting papers published in our open access journals to providing news relating to EGU’s scientific divisions and meetings, including the General Assembly, subscribe to receive our monthly newsletter.

Try something different at EGU 2019– choose a PICO session!

Try something different at EGU 2019– choose a PICO session!

Some of the sessions scheduled for the upcoming EGU General Assembly are PICO only sessions. This means that, rather than being oral or poster format, they involve Presenting Interactive COntent (PICO). The aim of these presentations is to highlight the essence of a particular research area – just enough to get the audience excited about a topic without overloading them with information.

What’s great about this format is that it combines the best of oral and poster presentations. It allows researchers to stand up and be recognised for great research while giving an oral contribution as well as discussing their work in detail and networking with other participants.

PICO sessions start with a series of 2-minute long presentations – one from each author. They can be a Power Point, a movie, an animation, or simply a PDF showing your research on a display. After the 2 minute talks, the audience can explore each presentation on touch screens, where authors are also available to answer questions and discuss their research in more detail.

Presenting a PICO for the first time can be daunting, so we’ve prepared a guide which talks you through the format step-by-step. It’s packed with practical tips on the best layout for your PICO, how to capture the audience’s attention in just two minutes and how to get the most out of the discussion at the interactive screen.

And don’t forget, as of the 2016 General Assembly, PICO presentations are part of the Outstanding Student Poster and PICO (OSPP) Awards. To be considered for the OSPP award, you must be the first author and personally present the PICO at the conference:

  • being a current undergraduate (e.g., BSc) or postgraduate (e.g., MSc, PhD) student;
  • being a recent undergraduate or postgraduate student (conferral of degree after 1 January of the year preceding the conference) who are presenting their thesis work.

Entering couldn’t be easier! Make sure you nominate yourself when you submit your abstract on-line. You’ll receive a letter, known as ‘Letter of Schedule’, confirming your presentation has been accepted, which will also include a link by which to register for the award. Before the conference, make sure you include the OSPP label (which you can find here) to your PICO presentation header so that the judges of the OSPP award now to evaluate your presentation.

To learn more about PICO presentations see the General Assembly website or download the How to make a PICO guide. For a first-hand account of what it’s like to take part in a PICO session, take a look at this post by early career scientists in the Seismology Division too. Finally, you can also check out the short introductory video below:

EGU 2019 will take place from 7 to 12 April 2019 in Vienna, Austria. For more information on the General Assembly, see the EGU 2019 website and follow us on Twitter (#EGU19 is the official conference hashtag) and Facebook.