In this month’s GeoEd column, Sam Illingworth tells us about how teaching undergraduate students about peer review can help eliminate bad practice. To anybody other than a researcher, the words peer review might seem like a fancy new age management technique, but to scientists it is either the last bastion of defence against the dark arts or an unnecessary evil that purports to ruin our grea ...[Read More]
GeoEd: The Future’s Bright
What got you hooked to science in the first place? More importantly, what or who persuaded you that making science your career was, not only worth considering, but should be actively pursed? I’m sure, I am preaching to the converted; we all think science is not only cool, but a worthwhile and rewarding career path; so why is it that we can’t enthuse the younger generations that it is the case too? ...[Read More]
GeoEd: Working together
When a geoscientist steps into a classroom, set to share their wonders of the Earth with a host of eager young minds, they are heading straight into unknown waters. Which students will rock the boat? What works well for this class and what should you steer well clear of? Not knowing the answers can turn a terrific outreach activity into a sinking ship. Fortunately, there’s a navigator on board. Sa ...[Read More]
GeoEd: Announcing the winner of I’m a Geoscientist!
The last two weeks have been action-packed, with ten schools from seven countries heading online to ask five fabulous geoscientists questions about anything from how the Earth works to what it’s like to be a scientist in the first ever I’m a Geoscientist, Get me out of here! competition. The aim of this thrilling fortnight was to let school kids interact with real geoscientists and challenge their ...[Read More]