Search Results (132)

Humanity is opening up to cosmos in all its dimensions and areas of knowledge. In this context, Paraguay, due to its multicultural uniqueness and two official languages (Spanish and Guaraní), represents an emblematic example of how legends, traditions and its rich mythology are important in their sociocultural translation to space. They coexist as a link between the past and the future. Guarani traditions, mythology, their relationship with nature and their translation into cosmos are amazing and complex aspects of indigenous cultural heritage, which are still present in many Paraguayan initiatives. This article compiles and integrates the cultural information about this topic, which is dispersed in different sources, and frames it in its corresponding context. Likewise, it unequivocally confirms how this intangible heritage is crucial as a living roadmap and a contemporary challenge that should be preserved as it guides individuals, communities and initiatives to implement earth and space science and education. Guaraní cultural heritage offers valuable insights into how indigenous worldviews continue to shape contemporary ecological and cultural practices in our modern intersection pathway to the cosmos. Full article

Introduction: Radon is a radioactive noble gas formed from uranium decay in the Earth’s crust. The most significant isotope, 222Rn, emits alpha particles capable of damaging lung tissue and inducing cancer. Radon exposure is affected by geophysical and building characteristics and is recognized as a Group 1 carcinogen by the IARC. Despite regulatory thresholds (e.g., EURATOM standards), health risks remain. Various mitigation methods aim to reduce indoor radon exposure and its impact. Materials and Methods: This systematic review followed PRISMA guidelines. PubMed, Scopus, and Web of Science were searched up to 28 February 2025, using a defined string. Studies with original data on radon exposure and lung cancer risk or mitigation efficacy were included. Independent screening and quality assessment (Newcastle–Ottawa Scale) were conducted by multiple reviewers. Results: Of the 457 studies identified, 14 met the inclusion criteria. Eleven of these investigated the link between indoor radon and lung cancer risk, and three evaluated mitigation strategies. Radon levels were commonly measured using passive alpha track detectors. Levels varied depending on geographical location, season, building design and ventilation, these were higher in rural homes and during the colder months. Case–control studies consistently found an increased lung cancer risk with elevated radon exposure, especially among smokers. Effective mitigation methods included sub-slab depressurisation and balanced ventilation systems, which significantly reduced indoor radon concentrations. Adenocarcinoma was the most common lung cancer subtype in non-smokers, whereas squamous and small cell carcinomas were more prevalent in smokers exposed to radon. Discussion and Conclusions: This review confirms the robust association between indoor radon exposure and lung cancer. Risks persist even below regulatory limits and are amplified by smoking. While mitigation techniques are effective, their application remains uneven across regions. Stronger public education, building codes, and targeted interventions are needed, particularly in high-risk areas. To inform future prevention and policy, further research should seek to clarify radon’s molecular role in lung carcinogenesis, especially among non-smokers. Full article

This study employs a sequential mediation model to investigate the cognitive mechanisms linking Earth science education to sustainable behavior. Grounded in construal level theory and temporal cognition research, we hypothesize that geological time perception mediates the relationship between Earth science education and temporal construal level, which in turn affects sustainable behavior. Structural equation modeling, based on data from 280 participants, validated the proposed model. It confirmed geological time perception as a second-order construct with four dimensions: time span perception, understanding of geological processes, time depth perception, and continuity of geological change. The results indicated significant indirect pathways. Earth science education influenced the temporal construal level via geological time perception (β = 0.325), and the temporal construal level mediated the relationship between geological time perception and sustainable behavior (β = 0.306). The sequential mediation path (β = 0.215) suggests that Earth science education promotes sustainable behavior by recalibrating temporal cognition and construal processes. This finding illuminates how educational interventions can address the temporal asymmetry in environmental decision-making by developing specific cognitive capacities rather than simply imparting knowledge. Full article

The rock cycle, a cornerstone of geosciences, describes rock formation and transformation on Earth. However, this Earth-centric view overlooks the broader history of rock evolution across the cosmos, with two fundamental limitations: (i) Earth-centric paradigms that ignore extraterrestrial lithogenesis, excluding cosmically significant rocks and processes, and (ii) disciplinary fragmentation between geological and astrophysical sciences, from the micro- to the macroscale. This review proposes an extension of the rock cycle concept to a cosmic scale, exploring the origin of rocks and their evolution from interstellar space, through the aggregation of solid materials in protoplanetary disks, and their subsequent evolution on planetary bodies. Through systematic analysis of igneous, metamorphic, and sedimentary processes occurring beyond Earth, we identify four major domains in which distinct dynamics govern the rock cycle, each reworking rocks with domain-specific characteristics: (1) stellar and nebular dynamics, (2) protoplanetary disk dynamics, (3) asteroidal dynamics, and (4) planetary dynamics. Here we propose the cosmic rock cycle as a new epistemic tool that could transform interdisciplinary research and geoscience education. This perspective reveals Earth’s rock cycle as a rare and invaluable subset of rock genesis in the cosmos. Full article

The number of publications in the scientific literature dealing with geomorphological mapping has increased over the last two decades. Although geomorphological maps are utilised in various contexts, such as hazard assessment, archaeology, and tourism, there is a noticeable lack of interaction between geomorphological products and the social sciences. This study aims to provide a qualitative assessment of the literature on geomorphological maps published in the 2000s with the intent of identifying the purpose of mapping and its field of application. Additionally, a comparative analysis was conducted of the articles relating to both geomorphological maps and social issues to identify the tools that facilitate this interdisciplinary collaboration. The results facilitated the identification of the primary fields of interest for map production, showing that only a limited number of articles employed geomorphological maps for social purposes, for instance, enhancing risk awareness and educating the population about natural hazards. Moreover, the analysis reveals that only a limited number of geomorphological maps are intended to be accessible to people without a high degree of education in earth sciences. In particular, this study highlights a lack of attention to non-specialist users who may struggle to understand the information contained in geomorphological maps. This issue limits the dissemination of geomorphological maps, which are, however, vital for territorial planning and practical purposes. The analyses prompted the authors to consider novel applications of research tools to enhance the dissemination of geomorphological maps, even among non-specialist users. Full article

This study investigates how pre-service Earth science teachers used ChatGPT in designing lessons based on the 5E instructional model and what educational opportunities and challenges emerged. As generative AI tools gain traction in education, understanding their integration into science lesson planning is increasingly important. Eight pre-service teachers from a South Korean university participated in a four-week instructional design project. They developed 5E-aligned Earth science lessons while interacting with ChatGPT for idea generation, explanation, activity development, and assessment. Data sources included lesson plans, ChatGPT interaction logs, reflective journals, and interviews. Thematic analysis was used to examine instructional uses of AI and the adaptations required during the process. Findings showed that ChatGPT supported different phases of the 5E model—providing metaphors and analogies in Engage, activity ideas in Explore, draft explanations in Explain, task prompts in Elaborate, and assessment questions in Evaluate. However, participants frequently revised or rejected AI-generated content to match inquiry goals, student readiness, and curriculum standards. The study highlights the importance of pedagogical reasoning in AI-supported lesson design. It contributes to the growing literature on teacher education and AI by offering a phase-specific view of GenAI use and underscoring the instructional mediation needed for effective application. Full article

This study presents a novel conceptual model to explain the differential rotation within Earth’s layers, a phenomenon observed through seismic wave studies but not fully understood. While geodynamo theory and electromagnetic coupling models have been proposed to explain this phenomenon, our model offers an alternative perspective focusing on the Moon’s tidal forces. Our model proposes that the Moon’s tidal forces play a crucial role in this process, acting as a braking mechanism on Earth’s rotation. We hypothesize that these tidal forces initially decelerate the Earth’s crust and mantle, with this effect sequentially transmitted to deeper layers. A key aspect of our model is the role of the liquid outer core in mediating this process. We suggest that the liquid state of the outer core delays the transmission of tidal friction, resulting in differential rotation between layers in contact with it. This delay mechanism provides a potential explanation for the observed rotational differences between the mantle and core. Our model demonstrates that about 66,000 years after the Moon’s formation, the tidal force slowed the crust–mantle rotation by approximately 5.5 degrees per year more than the core. Furthermore, we estimate that the frictional heat generated at the boundaries of differential rotation is about 0.3478 TW. At this rate, the outer core temperature would increase by approximately 13.4 K per billion years. This thermal effect may have significant implications for the long-term evolution of Earth’s core, potentially slowing its cooling rate and maintaining its liquid state. Our model thus provides a new perspective on the interplay between lunar tidal forces, Earth’s internal structure, and its thermal evolution, offering insights into the complex dynamics of our planet’s interior. Full article

This study provides a comprehensive comparison between Global Precipitation Measurement (GPM) Microwave Imager (GMI) and Dual-frequency Precipitation Radar (DPR) measurements through analysis of collocated precipitation at the 19 GHz footprint scale for pixels during hemispheric summer seasons (JJA for Northern Hemisphere and DJF for Southern Hemisphere). Precipitation pixels exceeding 0.2 mm/h are categorized into convective, stratiform, and mixed types based on DPR classifications. While showing generally good agreement in spatial patterns, the GMI and DPR exhibit systematic differences in precipitation intensity measurements. The GMI underestimates convective precipitation intensity by 13.8% but overestimates stratiform precipitation by 12.1% compared to DPR. Mixed precipitation shows the highest occurrence frequency (47.6%) with notable differences between instruments. While measurement differences for convective precipitation have significantly improved from previous Tropical Rainfall Measuring Mission (TRMM) Microwave Imager (TMI) and Precipitation Radar (PR) estimates (62% to 13.8%), the overall difference has increased (from 2.6% to 12.6%), primarily due to non-convective precipitation. Latitudinal analysis reveals distinct precipitation regimes: tropical regions (below ~30°) produce intense convective precipitation that contributes about 40% of total precipitation despite lower frequency, while mid-latitudes (beyond 30°) shift toward stratiform-dominated regimes where stratiform precipitation accounts for 60–90% of the total. Additionally, geographical variation in GMI-DPR differences shows a see-saw pattern across latitude bands, with opposite signs between tropical and mid-latitude regions for convective and stratiform precipitation types. A fundamental transition in precipitation characteristics occurs between 30° and 40°, reflecting changes in precipitation mechanisms across Earth’s climate zones. Analysis shows that tropical precipitation systems generate approximately three times more precipitation per unit area than mid-latitude regions. Full article

Understanding Earth as a complex, dynamic, and interconnected system is crucial to addressing the contemporary environmental challenges intensified in the Anthropocene. This article reviews foundational Earth System Science (ESS) developments, emphasizing its transdisciplinary nature and highlighting how it has evolved to address critical issues like climate change, biodiversity loss, and sustainability. Concurrently, Earth System Education (ESE) has emerged as an educational approach to foster holistic a understanding, environmental insights, and geoethical values among citizens. Integrating geoethics into ESE equips citizens with scientific knowledge and the ethical reasoning necessary for responsible decision making and proactive engagement in sustainability efforts. This article identifies system thinking and environmental insight as the key competencies that enable individuals to appreciate the interconnectedness of Earth’s subsystems and humanity’s role within this complex framework. This study advocates for embedding a holistic and geoethical view of the Earth system into formal and non-formal education, promoting inclusive, participatory, and action-oriented learning experiences. This educational shift is essential for empowering citizens to effectively address the environmental, social, and economic dimensions of sustainability, thereby fostering resilient, informed, and ethically responsible global citizenship in the Anthropocene. Full article

We present a thoughtfully curated collection of laboratory demonstrations, simulations, and straightforward experiments that explore the fundamental processes underlying greenhouse effect (GHE), climate, atmospheric physics, and Earth’s energy balance. The objective is to connect theory and practice in climate science education and address common student misconceptions. The activities are structured to guide students in constructing simple models of Earth’s radiative equilibrium. Experimental activities cover essential concepts such as the electromagnetic spectrum, radiation–matter interaction, thermal radiation, and energy balance. Physical experiments include visualizing the spectrum with a homemade spectroscope and an infrared (IR) thermal camera, studying absorption and selective transparency when light interacts with different materials, measuring the power emitted by a heated filament, and using simple models, such as black and white discs or a leaking bucket, to understand radiative equilibrium and steady states. This sequence was piloted in a physics education laboratory class with 85 university students enrolled in mathematics and physics courses for future teachers. To assess comprehension improvement, pre- and post-tests involving the production of drawings and explanations related to the GHE were administered to all students. These activities also aim to promote critical thinking and counter climate misinformation and denial. The results showed a significant improvement in understanding fundamental GHE concepts. Additionally, a small subset of students was interviewed to explore the psychological and social dimensions related to the climate crisis. Full article

Recent studies have identified a near six-year oscillation (SYO) in Global Navigation Satellite Systems (GNSS) surface displacements, with a degree 2, order 2 spherical harmonic (SH) pattern and retrograde motion. The cause is uncertain, with proposals ranging from deep Earth to near-surface sources. This study investigates the SYO and possible causes from surface loading. Considering the irregular spatiotemporal distribution of GNSS data and the variety of contributors to surface displacements, we used synthetic experiments to identify optimal techniques for estimating low degree SH patterns. We confirm a reported retrograde SH degree 2, order 2 displacement using GNSS data from the same 35 stations used in a previous study for the 1995–2015 period. We also note that its amplitude diminished when the time span of observations was extended to 2023, and the retrograde dominance became less significant using a larger 271-station set. Surface loading estimates showed that terrestrial water storage (TWS) loads contributed much more to the GNSS degree 2, order 2 SYO, than atmospheric and oceanic loads, but TWS load estimates were highly variable. Four TWS sources—European Centre for Medium-Range Weather Forecasts Reanalysis 5 (ERA5), Modern-Era Retrospective analysis for Research and Applications (MERRA), Global Land Data Assimilation System (GLDAS), and Gravity Recovery and Climate Experiment (GRACE/GRACE Follow-On)—yielded a wide range (24% to 93%) of predicted TWS contributions with GRACE/GRACE Follow-On being the largest. This suggests that TWS may be largely responsible for SYO variations in GNSS observations. Variations in SYO GNSS amplitudes in the extended period (1995–2023) were also consistent with near surface sources. Full article

As AI integration in education increases, it is crucial to evaluate its effectiveness in elementary science learning, particularly in promoting sustainable education through equitable access to knowledge. This study aims to assess the validity and applicability of ChatGPT3.5 (free version) responses in elementary Earth and Space science. A document analysis of 1200 AI-generated responses was conducted to evaluate scientific validity, explanatory clarity, and pedagogical relevance. The analysis employed quantitative methods to assess accuracy and alignment with elementary curricula, while qualitative insights identified linguistic and conceptual challenges. The findings indicate that 94.2% of responses were scientifically valid, 70.6% were clear, but only 12.8% aligned with elementary curricula. While ChatGPT provides accurate information, many responses included complex terminology unsuitable for young learners. Additionally, 87.2% of responses lacked alignment with curricula, posing challenges for effective classroom integration. Despite these limitations, ChatGPT shows potential in simplifying scientific concepts and expanding access to educational resources. Refining AI-generated content through curriculum-based filtering, adaptive language processing, and teacher mediation is necessary. Strengthening AI-driven educational strategies with a sustainability focus can ensure long-term improvements in equitable science learning. This study highlights the need for further research on optimizing AI tools for elementary education. Full article

Trigonometric functions are widely used to express relationships between the sides and angles of triangles, being fundamental in a wide variety of fields in science and engineering. Previous research indicates that the Gudermann function connects hyperbolic and trigonometric functions without requiring complex numbers, while the Mercator projection maps the Earth’s spherical surface onto a cylindrical plane. This article presents four key contributions derived from hyperbolic functions, with the main proof applying Newton’s first law in the static case of cables. First, a new method relates right triangle formulas to the sides of a right triangle, facilitating vector decomposition along the X and Y axes. Second, a right triangle function with a hyperbolic angle is proposed, relating the three sides of a right triangle and the hyperbolic angle, offering an alternative to the Pythagorean theorem. Third, the law of hyperbolic cosines and the law of hyperbolic tangents is applied to trigonometric problems. Fourth, the hyperbolic Mollweide’s formula is used to solve oblique triangles. These results demonstrate the potential of hyperbolic transformations in engineering and mathematical contexts, for both education and research. Future investigations should include experimental and analytical tests to further extend the applications to all branches based on mathematics. Full article

Earth science education can be enriched by adding technological knowledge to enable monitoring human earth impacts by using soil science as an example. Modern sensing technologies and a mobile mapping platform can enhance an existing field laboratory exercise to expand students’ knowledge beyond the core subject matter. This multi-year study’s objectives were to enrich laboratory exercise content on soil compaction using a soil penetration resistance (PR) tester (penetrometer) with the concepts of direct (soil PR) and proximal remote sensing (cellphone photos of the sample area), and crowdsourcing of field data using a GPS-enabled mobile phone application in an introductory soil science course at Clemson University, South Carolina (SC), United States of America (USA). Students from multiple Science, Technology, Engineering, and Mathematics (STEM) disciplines (forestry, wildlife biology, and environmental and natural resources) participated in the study. They completed a set of reusable learning objects (RLOs) in the following sequence: pre-testing questionnaire, laboratory video, quiz, and post-testing questionnaire. Students had increased familiarity with the concepts from this exercise, as demonstrated by the post-assessment survey. The quiz, which was taken by 113 students online, had an average total correct score of 9 out of a possible 10. A post-assessment survey indicated that the laboratory exercise was an effective way to learn about field soil PR data, direct and proximal remote sensing, and crowdsourcing with a GPS-enabled cellphone application. Results from the two study years (2022 and 2024) were consistent, indicating validity and confidence in the findings. Full article

Geoethics, which explores the ethical implications of Earth sciences, requires a philosophical effort to deepen our understanding of the field. Sustainability, particularly in the context of the energy transition, necessitates a critical examination of the limits to societal development. While advancing new forms of energy production is crucial, it is equally important to investigate the ethical boundaries of such studies. This article addresses the question: how can environmental education, in the context of sustainability and geoethics, respond to the challenges posed by SDG Goals 3 and 4? These goals—Ensure healthy lives and promote well-being for all at all ages, and Quality Education—are fundamental for preserving global living conditions. This study explores how environmental education can tackle sustainability issues from an ethical standpoint, focusing on geoethics as a key dimension. Using bibliographic research, exploratory and critical analysis as method, the paper examines the intersection of geoethics and sustainability, with particular emphasis on the ethical dimensions of energy transition. The findings underscore the urgent need to improve education—especially in schools—to prepare children and young people to navigate the ethical limits of sustainability. A secondary outcome of this paper is to highlight the critical role of ethics in shaping environmental education for a sustainable future. Full article