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Bicultural research is important for disaster education in Aotearoa NZ. Historically, deficit-based perspectives of Western Science underrepresent Maori knowledge. However, culturally grounded research partnerships have potential to revitalize engagement with Maori by braiding Indigenous Science and Western Science narratives to improve our collective understanding of the volcanic processes. We share insights from participant interviews on the co-creation of an educational virtual field trip (VFT) resource that weaves understandings from Matauranga Maori and Geology to teach about caldera volcanoes in Aotearoa NZ. This study highlights some key considerations for collaboration between Indigenous Maori and non-Maori partners. To conduct the research in a culturally appropriate way, a formal kawa (protocol) was established between the lead researcher and the Maori partners and culturally acceptable ethics in accordance with the Maori partners were implemented. The He Awa Whiria (braided river) methodology was followed through the multiple stages of engagement and the two-staged interview study design. Emergent codes from the interview indicate that "relations" and "values" are crucial for authentic partnerships and create "space for sharing" where challenges and emerging understandings can be repositioned. This study demonstrates that Maori academics, local Maori facilitators and researchers are crucial in the engagement process with local iwi (tribes) to define shared goals and understand expected project outcomes. We suggest that the development of bicultural educational resources must be grounded in an understanding of obligations to uphold the intergenerational intellectual property of the local iwi. This process requires significant resourcing of time, knowledge and energy and should be budgeted-in prior to the start of project-partnerships.

Abstract: A new episode of unrest and phreatic/phreatomagmatic/magmatic eruptions occurred at Ambae volcano, Vanuatu, in 2017–2018. We installed a multi-station seismo-acoustic network consisting of seven 3-component broadband seismic stations and four 3-element (26–62 m maximum inter-element separation) infrasound arrays during the last phase of the 2018 eruption episode, capturing at least six reported major explosions towards the end of the eruption episode. The observed volcanic seismic signals are generally in the passband 0.5–10 Hz during the eruptive activity, but the corresponding acoustic signals have relatively low frequencies (

The growing recognition of virtual field trips (VFTs) to support classrooms has led to increasing use of these tools in science classrooms. In Aotearoa New Zealand, the Ministry of Education has underscored the need for educational experiences that are inclusive of Indigenous Maori worldviews. Here, we present the potential of the LEARNZ natural hazards "Our Supervolcano" VFT to support bicultural learning spaces. The resource was filmed in 2019 to promote learning about natural hazards specifically volcanoes around Lake Taupo in Aotearoa. Drawing understandings from Matauranga Maori and Western science, this resource can support a bicultural approach to classroom science learning. The VFT videos are powerful storytelling tools where students can identify potential career pathways around science and its link with culture in the context of the landscape. We describe the main features of the VFT designed for use concurrently with the filming. We additionally highlight its potential as an archived (historical) resource that maybe re-used at any time to support primary and secondary classrooms that want to emphasize cross-cultural aspects of science or learn about volcanic hazards using geology and cultural narratives.

Field education is a critical and enriching component of the undergraduate geoscience curriculum and is enhanced when combined with a study abroad program. The affective domain -- defined in geoscience as emotion, motivation, and connection to Earth -- is an integral part of the field experience. Using questionnaire data collected at the start of two geoscience field trips, this study compares motivation and connection to Earth of study abroad students from the United States with local New Zealand students. Results show that study abroad students are more intrinsically motivated for learning, place higher value on the field trip tasks, are more pro-environmental, and are more attached to and see more positive and diverse meanings in the field area. To leverage this and improve student outcomes, we recommend that this study abroad module be adapted to be more applied, environmentally focused, and place-based. Findings highlight the importance of teaching and learning to specific study abroad students, as compared to applying unchanged curricula from local institutions.

Dating young lava flows is essential for understanding volcano's eruption frequency, yet challenging due to methodological limitations of commonly used dating techniques. Ruapehu (Aotearoa New Zealand) produced many lava flows during the Holocene, but constraints on the timing of these eruptions are scarce. Here, we use paleomagnetic dating to deliver new eruption ages of 18 lava flows with uncertainties ranging between 500 and 2,700 years (at the 95% confidence level). Comparison between lava flows' paleomagnetic directions and a local paleosecular variation record indicates that the large lava flow field located on the Whakapapa area was emplaced during at least three distinct eruptive episodes between 10600 and 7400 BP. Two of these episodes closely followed a large collapse event that affected Ruapehu's northern area and generated large volumes of lava between 10600 and 8800 BP, with the third episode producing less voluminous lava flows between 8100 and 7400 BP. Following a smaller collapse of the southeastern sector of the edifice at ca. 5300 BP, several low‐volume lava flows were emplaced during at least two distinct eruptive episodes prior to ca. 1000 BP, which supplied the Whangaehu valley with lava. The youngest age inferred from our data represents the youngest eruption age provided for a lava flow outside Ruapehu's summit region. This research provides greater detail to the Holocene effusive chronology at Ruapehu, shedding light on partial cone reconstructions after edifice collapses during the Holocene, and the time relationships between trends observed in its effusive and explosive activity. Plain Language Summary: Knowing when volcanoes have erupted is essential for hazard assessments, but the precise timing of geologically young lava flow eruptions is hard to determine with traditional methods. Earth's magnetic field is constantly changing in both direction and strength. Magnetic minerals contained in the lava flows record the direction of the field as the lava cools after eruption. Hence, solidified lavas can be dated by matching their magnetization directions to a reference record. In this study, we analyze the magnetization directions recorded in prehistoric lavas at Mt. Ruapehu (Aotearoa New Zealand) and use them to determine when they erupted. We show that a large flow field in the Whakapapa area (northwest Ruapehu) was formed during at least three distinct eruptive episodes between 10,600 and 7,350 years ago, following a catastrophic volcanic landslide at around 10,600 years ago. We also determine that the lavas present in the Whangaehu valley (east Ruapehu) erupted during at least two episodes between 4,600 and 1,000 years ago, the latter representing the youngest lavas known outside the summit area of Ruapehu. This research helps understand how Ruapehu was rebuilt after slope collapses, and the frequency of lava‐forming eruptions. Key Points: Paleomagnetism was used to date eruptive episodes in lava flow sequences at RuapehuPaleomagnetic dating yields 1300–1050 BP as the youngest eruption age known for a lava flow at the volcanoOur data provide age constraints on the timescales of vent migration and partial edifice rebuilding after collapse events [ABSTRACT FROM AUTHOR]

Field note-taking skills are fundamental in the geosciences but are rarely explicitly taught. In a mixed-method study of an introductory geothermal field lesson, we characterize the content and perceptions of students' note-taking skills to derive the strategies that students use in the field. We collected several data sets: observations of the field lesson, hard-copy notebooks (n = 42), and interview data (n = 16). Our analysis of the notebooks revealed note-taking strategies on two dimensions, consistent with earlier findings in the literature: students' ability to write in their own words (uniqueness; U), and the amount of necessary information recorded (completeness; C). We propose several factors that influenced the students' notes: lecturer differences, previous field experience, and gender. Two different lecturers (1 and 2) taught the lesson on two different days. The note-taking task covered similar content but was not scripted, resulting in lecturer differences. Lecturer 1 included rich peripheral information, and the other reiterated the need ''to think for yourself'' and ''focus on observations'' (resulting in higher U scores for lecturer 2's students). We also found that students with ''high'' previous field experience had higher U scores. Interview data corroborated this finding, indicating that field experience helped students to ''know what to look for.'' Lastly, female students generally achieved higher C scores than male students. Females used more words (verbosity), and this likely led to higher values achieved. To improve note-taking skills, we suggest breaking down complex field lessons into simple, manageable parts to manage students' cognitive load.

This study compares the field experience and development of sense of place (in this case, human attributed meanings and attachments to the field area) in geoscience students on three separate course sections of a six-day introductory geological mapping field trip. Students stayed in a small farm station within their 4 km[superscript 2] field area, worked in groups of three or four, and produced an individual final assessment. Findings from student interviews and pre-post surveys indicated that there were no significant differences in perceptions of the field trip purpose or sense of place between field trip sections, despite differences in instructor pedagogy and sense of place, as well as varied weather conditions. There were significant increases in student sense of place on all field trips, in contrast with previous work on a "roadside" (regional, multi-site) field trip where no significant change in sense of place occurred. In-field observations and instructor interviews identified key characteristics that supported similar sense of place and experiences on all trips: (1) consistent intended learning outcomes, (2) a carefully selected and immersive field area valued by instructors, and (3) an assessment connected to the landscape/field area with flexibility in its implementation, especially when faced with adverse weather conditions.

Mineralogy is a core topic for tertiary geoscience programs worldwide. We report on the use of laboratory group work as an effective and integral part of a new introductory mineralogy curriculum at the University of British Columbia. The new laboratory curriculum was developed by incorporating student feedback with evidence-based pedagogies. These pedagogies include (1) learning goal-based restructuring of content, (2) use of applied topics (e.g., economic mineralogy) and custom projects to promote student engagement, and (3) use of group work and group assessment in order to provide students with opportunities for peer-supported learning and meaningful feedback from teaching assistants (TAs). The new curriculum was evaluated by using a pre- and posttest system and anonymous student surveys in the 2008 and 2009 fall terms. The pre- and posttest results indicate that groups performed better than did individual students, with groups of three and four showing the most positive effects, albeit in different ways. In addition, successful collaboration within groups led to an overall improvement in student performance over the term, with most groups showing an overall larger "success" in the posttest than in the pretest, and the range in student scores within groups getting smaller (by members benefiting from group peer education). Student surveys showed student satisfaction with the new laboratory curriculum and the use of group work and group assessment. Future improvements include the use of a validated instrument in order better understand learning gains and better use or training of TAs to encourage and maintain positive group dynamics.

This paper discusses the development and results of a new tool used for measuring shifts in students' perceptions of earth and ocean sciences called the Student Perceptions about Earth Sciences Survey (SPESS). The survey measures where students lie on the novice--expert continuum, and how their perceptions change after taking one or more earth and ocean science course(s). The survey is composed of 29 statements that have been validated with expert responses and student interviews. Factor analysis was used to group statements into seven categories, which provide instructors with valuable information to guide pedagogical change in their classes. Overall student perceptions in earth and ocean sciences show little change over the course of the term, in contrast to novice shifts in perceptions seen in other science disciplines. Students in earth and ocean sciences also do not display any gender differences, unlike those seen in these other disciplines. However, differences are seen between face-to-face and distance education versions of a course, between earth and ocean science majors and nonmajors, and between a community college and a large research institution. The former of each pair are more expert-like.