Imagine a talent show where contestants get voted off depending on their skills in their area of choice. Then imagine that this talent show is populated by geoscientists with school students voting them off based on the scientist’s ability to communicate their research well. This is the basis of an educational initiative called I’m a Geoscientist, a spinoff of UK’s I’m a Scientist. I’m a Geoscient ...[Read More]
GeoEd: Why So Serious?
In this edition of GeoEd, Sam Illingworth, a lecturer in science communication at Manchester Metropolitan University, explores the benefits of a more informal teaching style and how the incorporation of play into everyday teaching can help to engage and enthuse students who oterhwise struggle to connect with the sciences. Despite the hard work, there are some real perks to being a scientists: fiel ...[Read More]
GeoEd: Lessons from the EGU 2014 GIFT Workshop
Today’s GeoEd post is brought to you by Susan Tate, an 8th grade teacher from Michigan in the USA. Susan attended the GIFT workshop held during the General Assembly last year. The GIFT programme offers primary school to high school teachers the opportunity to upgrade their knowledge in geophysical themes and to shorten the time between new discoveries and textbook information. After three d ...[Read More]
GeoEd: Education vs. Communication
In this guest blog post, Sam Illingworth, discusses the perceived differences between science education and science communication in light of a recent publication on this very subject. If you are involved in either of these, we’d love to hear your opinions on how you think they differ (if at all) and how the approach to engaging the public might differ too! We look forward to your comments. The Jo ...[Read More]