Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Session Overview
Location: Wiwi 107
Date: Monday, 04/Sept/2023
8:30am - 10:00am4.02-1 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences
Location: Wiwi 107
Session Chair: Andrea Pörsch, Helmholtz Metadata Collaboration (HMC) at GFZ German Research Centre for Geosciences, Potsdam, Germany
Session Chair: Kirsten Elger, GFZ German Research Centre for Geosciences
8:30am - 9:00am
Invited Session Keynote
Topics: 4.02 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences

Data Management for the App UmweltNAVI of the Federal State of Lower Saxony in Germany

Joachim Müller

wemove digital solutions GmbH, Germany

The App UmweltNAVI Niedersachsen (see the poster in session "4.10" or communicates geospatial data to a broad user community of education, individuals or experts. In order to adequately present the data in a mobile context, the data must be harmonized, transformed, and combined with other sources. To achieve this, an infrastructure was created that allows editors to integrate data sources and enrich them with information. For example, Web Feature Services, ESRI Shapefiles, SensorThings APIs (STA) are under the data sources. A GUI-guided transformation process enables the mapping of raw data to the harmonized data schema. For the presentation, complex data is simplified, data reconciliation with additional data sources (i.e. Wikipedia or is performed, and the resulting data is stored in a scalable backend. Currently, the database contains 1.8 million records from 57 regional and national data sources and 178,000 images.
Only open source or freely usable software components are used, such as Elasticsearch, Postgres/PostGIS, Airflow or Directus. The delivery layer is designed redundantly for high-performance, fail-safe operation.
A standards-compliant interface (OGC-API Feautures) is being planned to provide access to the data for further processing.
The project was initiated by the Lower Saxony Ministry for the Environment, Energy and Climate Protection in Germany and was implemented together with the companies Bearingpoint and wemove digital solutions. The principle of presenting geodata can also be applied to other areas. The software is basically available for subsequent use.

9:15am - 9:30am
Topics: 4.02 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences an online application for disseminating the Global Heat Flow Database to the international heat flow community

Samuel Jennings1, Kirsten Elger1, Sven Fuchs1, Nikolas Ott2, Stephan Mäs2, Ben Norden1, Florian Neumann1, Simone Frenzel1

1GFZ, German Research Centre for Geosciences, Potsdam, Germany; 2Technical University Dresden, Dresden, Germany

The Global Heat Flow Database serves as a valuable resource for researchers studying Earth's thermal regime. However, accessing and analyzing this vast collection of geothermal data is presently challenging and limits its widespread utilization. To address this, we present a new online application to the international heat flow community, facilitating seamless discovery, access and analysis of the data. Developed within the DFG-funded World Heat Flow Database Project, it complements the evaluation of existing data and development of a new, collaborative metadata schema for heat flow data.

Our application offers an intuitive interface, allowing researchers to efficiently search, retrieve, and visualize heat flow measurements worldwide. It supports advanced search functionalities that enable users to filter data based on geographical locations, geological parameters, measurement techniques, etc. Integration of powerful data visualization tools allow users to generate maps, plots, and graphs for visual exploration and interpretation. Furthermore, the application incorporates domain relevant statistical analysis functionalities, empowering researchers to perform trend analyses and other statistical assessments directly within the platform.

Our application also aims to foster collaboration within the international heat flow community. We incorporate features such as user profiles, discussion forums, and the ability to contribute new data or review existing records. Overall, we hope to bridge the gap between heat flow specialists and valuable geothermal data by providing an innovative and inclusive platform. We believe this tool will significantly enhance scientific investigations into the Earth's thermal regime and serve as a catalyst for further breakthroughs in the understanding of geothermal processes.

9:30am - 9:45am
Topics: 4.02 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences

Seafloor geology and the European EMODnet data infrastructure: The challenge of integrating off-shore data across EEZ boundaries

Kristine Eva Charlotte Asch

Bundesanstalt für Geowissenschaften und Rohstoffe (BGR), Germany

Within the EMODnet Geology project BGR is leading the Workpackage Seafloor geology with the aim to compile and harmonise data of the pre-Quaternary and Quaternary off-shore geology and geomorphology of the European Seas, and finally publish the results according to FAIR data principles. The data are assembled from 36 EMODnet Geology partner organisations and derived mostly from geophysical surveys (e.g. echo soundings) and sampling (e.g. drilling or dredging). Major challenges pose the heterogeneity of the provided data regarding terminology, geometry, level of detail, age of datasets and technical conditions:

  • terminology. The participating partners use their own national or regional classification systems and description;
  • geometry: artificial discrepancies at EEZ-boundaries;
  • scale: some regions are investigated in comparatively high detail while others are mapped in overview scales;
  • age: often recently mapped units need to be integrated with data resulting from earlier mapping campaigns;
  • heterogeneous technical conditions within partner organisations.

In order to ensure data interoperability and create the maps layers in a largely harmonized, unified manner, the project requires common standards e.g.

  • controlled vocabularies, optimally based on existing standards such as INSPIRE or CGI-GeoSciML terminology,
  • a straightforward data model and
  • a pragmatic approach that takes into account the realities of the project partners.

This presentation will demonstrate the methodological approach to collate and combine data, information and knowledge from over 30 international partners and the challenge to develop, integrate and publish largely harmonized map layers of the off-shore geology of Europe and beyond.

9:45am - 10:00am
Topics: 4.02 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences

Description of scientific metadata at the Federal Waterways Engineering and Research Institute (BAW)

Vikram Notay

Federal Waterways Engineering and Research Institute (BAW), Germany

The Federal Waterways Engineering and Research Institute acts as a consultant for and supports the Federal Ministry of Digital and Transport (BMDV) and the Federal Waterways and Shipping Administration (WSV) in navigation-related water engineering tasks. It creates and uses large volumes of scientific data like digital elevation models, simulation results, monitoring data, etc. as part of these activities. The description of this data with metadata is an essential prerequisite for its long-term storage, publication, retrieval and reuse. The requirements for metadata management were implemented with the INGRID software. INGRID offers various interfaces for capturing and processing metadata. It behaves format-agnostic, so different metadata formats can be processed.

The requirements for metadata processing at BAW are quite extensive and differ from the possibilities of usual geodata portals. As a result, custom fields and data classes have been defined in the metadata model. The ISO19139 metadata is used for transferring metadata to external geodata portals. A DOI data record can be generated from the metadata, which can in perspective also be registered automatically at To ensure the description of simulation results with metadata, the delivery of metadata together with data is firmly established in the workflows for data archival and publication.

The presentation describes the requirements for metadata processing, the basic structure of the application, and discusses the life cycle of metadata.

3:30pm - 5:00pm4.02-2 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences
Location: Wiwi 107
Session Chair: Melanie Lorenz, GFZ German Research Centre for Geosciences
Session Chair: Andrea Pörsch, Helmholtz Metadata Collaboration (HMC) at GFZ German Research Centre for Geosciences, Potsdam, Germany
3:30pm - 3:45pm
Topics: 4.02 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences

Strengthening Open Science Practices Through re3data, the Global Registry of Research Data Repositories

Nina Leonie Weisweiler1, Kirsten Elger2, Heinz Pampel1,4, Alexandra Axtmann3, Roland Bertelmann1, Thanh Binh Nguyen3, Edeltraud Schnepf3, Vivien Petras4, Angelika Semrau3, Dorothea Strecker4, Robert Ulrich3, Arne Upmeier3, Paul Vierkant5, Gabriele Weickert3, Michael Witt6

1Helmholtz Association, Helmholtz Open Science Office, Germany; 2GFZ German Research Centre for Geosciences, Germany; 3Karlsruhe Institute of Technology (KIT), Germany; 4Humboldt-Universität zu Berlin, Germany; 5DataCite - International Data Citation Initiative e.V., Germany; 6Purdue University, United States

For more than a decade, re3data (, the global registry of research data repositories, has helped researchers, funding agencies, libraries, and other research data services to find, identify, and reference research data repositories. As the world's largest directory of data repositories, re3data describes over 3100 infrastructures on the basis of its comprehensive metadata schema in May 2023. The service allows searching for research data repositories of any type and from all disciplines, and users can filter results based on a wide range of characteristics. The re3data descriptions are openly accessible via an API and are reused by numerous open science services, including DataCite Commons. re3data is engaged in various initiatives and projects concerning data management and is mentioned in the policies of scientific institutions, funding organizations, and publishers.

The presentation will focus on the growth, development, and accomplishments of re3data over more than 10 years that have resulted in re3data becoming the most comprehensive information and metadata resource on research data repositories. Further, the presentation will address how re3data’s activities can support the establishment of best practices, support open science, and facilitate networking within different research communities. With over 850 entries the field of geosciences is one of the most strongly represented subject groups in the registry.

3:45pm - 4:00pm
Topics: 4.02 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences

LabInfrastructure@Geo.X – A Laboratory Infrastructure Search Portal for the Geo.X Network

Manja Luzi-Helbing1,2, Marc Hanisch1, Hannes Fuchs1, Hildegard Gödde1,2, Lutz Hecht3,4

1Helmholtz Centre Potsdam GFZ German Research Centre for Geosciences, Telegrafenberg, 14473 Potsdam, Germany; 2Geo.X - Research Network for Geosciences in Berlin and Potsdam, Telegrafenberg, 14473 Potsdam, Germany; 3Museum für Naturkunde, Leibniz-Institut für Evolutions- und Biodiversitätsforschung, Invalidenstraße 43, 10115 Berlin, Germany; 4Institute of Geological Sciences, Freie Universität Berlin, Malteserstr. 74-100, 12249 Berlin, Germany

LI@Geo.X is a search portal for the laboratory infrastructure in the Geo.X network, jointly developed by the network partners. It supports collaborations and joint projects by providing information on instruments, analytical methods, contact persons, location of the laboratories, and links to their websites. LI@Geo.X is undergoing further development as LabInfrastructure@Geo.X in the framework of the Helmholtz DataHub Initiative. We extend the metadata scheme by adding, e.g., access information to the laboratories, user regulations, key and data publications. As technical improvements we implement:

  • a web-based user interface (change request form) for submitting new or modified laboratory metadata. This change request form is also equipped with a vocabulary tool for keywording instruments and analytical methods. For this we use the controlled vocabularies of the NASA GCMD instrument keywords and a vocabulary adapted for the Geo.X network.
  • a management interface which facilitates the decentralised editing and maintenance of the laboratory metadata.
  • semantic search options and filter functions which are aligned with the needs of the scientific target groups.

Including over 220 entries, LabInfrastructure@Geo.X cooperates with various Helmholtz initiatives and is embedded into the NFDI4Earth landscape.

4:00pm - 4:15pm
Topics: 4.02 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences

The BGR GeoPortal: Enabling Access and Integration of Geoscientific Data

Christoph Schettler, Gerd Arns-Krogmann

Federal Institute for Geosciences and Natural Resources, Germany

The BGR GeoPortal is a comprehensive platform that facilitates seamless access to geoscientific data, fostering data exploration and integration. In this abstract, we highlight several key features of the GeoPortal and discuss our ongoing efforts to address challenges in consolidating data sources and promoting data sharing.

To enhance the integration of geoscientific data with existing literature, the GeoPortal incorporates a linkage to the Geological Literature Linked Data (ZSN). This integration allows users to seamlessly connect relevant scientific publications with associated geospatial data, promoting a more holistic understanding of geological phenomena.

The inclusion of an RDF interface within the GeoPortal further supports data integration and interlinking. By providing a standard semantic web interface, the GeoPortal enables users to connect and exchange data with other systems, fostering a networked environment for collaborative research and data sharing.

4:15pm - 4:30pm
Topics: 4.02 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences

The Geometadatenplattform METAVER and its application in the state Brandenburg/Germany

Beate Lukas

Ministry of Agriculture, Environment and Climate Protection of the State of Brandenburg, Germany

METAVER ( is the central platform for recording and publishing (INSPIRE) geospatial metadata from various federal states of Germany. It offers various interfaces for recording and further processing metadata. An editor tailored to the requirements in the institutional area supports standard-compliant recording, according to various aspects of metadata rules in Germany. A web application enables comfortable research and visualization of data sources and providing services. METAVER was implemented with the INGRID software, which is being developed as part of an administrative cooperation of all federal states of Germany.
In the state of Brandenburg, and here specifically in the environmental sector, various requirements are covered by the application. The requirements result, for example, from the Environmental Information Act, the INSPIRE Directive and the OpenData Act.
The talk describes the framework conditions of the application and its basic structure and discusses the synergy effects of the application throughout the METAVER partners.. It also describes the integration of data interfaces of the state of Brandenburg and their integration into processes such as the Opendata strategy and provision of metadata according to the INSPIRE Directive.

4:30pm - 4:45pm
Topics: 4.02 Within and Beyond - Research infrastructures that strengthen Open Science Practices in Geosciences

Open Data and more in the Geosciences – an introduction to GFZ Data Services

Kirsten Elger, Simone Frenzel, Florian Ott

GFZ German Research Centre for Geosciences, Potsdam, Germany

For more than a decade, there is an increasing international demand for free and open access to publicly funded scientific research products. These include “classical” text manuscripts, data and software underlying scholarly publications, raw and curated observational data, and many more. Essential for the long-term preservation and re-use of these scientific datasets is the storage in appropriate, ideally domain specific repositories, accompanied by comprehensive data description and sufficient metadata for data discovery. These should include a licence for data re-use and sharing. Scientific datasets should be published using citable Digital Object Identifier (DOI).

GFZ Data Services is a repository for research data and scientific software across the Earth System Sciences, hosted at GFZ. The curated data are archived, persistently accessible and published with DOI. They range from large dynamic datasets from global monitoring networks with real-time acquisition, to international services in geodesy and geophysics, to the full suite of small and highly heterogeneous datasets collected by individual researchers or small teams ("long-tail data"). In addition to the DOI registration and data archiving itself, GFZ Data Services team offers comprehensive consultation by domain scientists and IT specialists.

This presentation will introduce to the broad service portfolio of GFZ Data Services, including project-specific DOI landing pages for our national and international partners, data curation practices, supporting tools like the online metadata editor, data description templates and extensive data publication guidelines. It will further show examples of how metadata exchange with other data portals is increasing the visibility of our data publications.


Date: Tuesday, 05/Sept/2023
10:00am - 11:15am3.27-1 Alkaline rock and carbonatite related magmatism
Location: Wiwi 107
Session Chair: Benjamin Florian Walter, Karlsruhe Institute of Technology
Session Chair: Tomas Magna, Czech Geological Survey
10:00am - 10:15am
Topics: 3.27 Alkaline rock and carbonatite related magmatism

The Chatham Islands: A window into the geochemical evolution of Zealandia

Stephan Homrighausen1, Kaj Hoernle1,2, Folkmar Hauff1, Johanna Schenk1, Hamish Campbell3

1GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany; 2Institute of Geosciences, Kiel University, Kiel, Germany; 3GNS Science, Lower Hutt , New Zealand

The temporal geochemical record of Zealandian alkaline intraplate volcanism reveals a significant geochemical evolution from Cretaceous HIMU (high time-integrated μ = 238U/204Pb Mantle) end member to Cenozoic HIMU-like volcanism with overall lower 207Pb/204Pb and variable 208Pb/204Pb ratios at a given 206Pb/204Pb ratio. In general, this temporal geochemical evolution has been reconstructed by piecing together volcanism taking place at many different localities covering different but limited age ranges. The Chatham Islands, covering an area of ~800km2, represent the only known locality within Zealandia where volcanic activity has taken place nearly continuously over ~85 Ma and record the geochemical evolution from HIMU end member to HIMU-like volcanism. Therefore, the Chatham Islands are a key locality for reconstructing and understanding the geochemical evolution of Zealandia. Numerous models, such as an asthenospheric heritage (e.g. mantle plume) or metasomatic overprint of the SCLM by: 1) subduction zone fluids or 2) interaction with Hikurangi Plateau, have been proposed, but the style of geochemical change (abrupt or progressive), as well as the origin of the HIMU end member and HIMU-like sources remain enigmatic, as is the unique longevity of intraplate volcanism over ~85 Ma at a single locality. Geochemical analysis (major and trace elements, radiogenic Sr-Nd-Pb-Hf isotope ratios and mineral composition) of alkaline lavas and enclosed mantle xenoliths from the Chatham Islands, will be used to reconstruct their spatio-temporal geochemical evolution of HIMU to HIMU-like volcanism on the Chatham Islands and associated volcanism on Zealandia over the last ~85 Ma.

10:15am - 10:30am
Topics: 3.27 Alkaline rock and carbonatite related magmatism

Formation and compositional variation in igneous garnets from the Tezhsar Alkaline Complex (Lesser Caucasus, Armenia)

Ralf Halama1, Krzysztof Sokół2, Khachatur Meliksetian3, Ivan P. Savov4, David Chew5

1School of Geography, Geology and the Environment, Keele University, United Kingdom; 2Department of Earth Sciences, University of Oxford, United Kingdom; 3Institute of Geological Sciences, Armenian National Academy of Sciences, Yerevan, Armenia; 4School of Earth and Environment, University of Leeds, United Kingdom; 5School of Natural Sciences, University of Dublin, Republic of Ireland

Garnet in alkaline igneous rocks is of interest due to its compositional and textural variability that provides insights into magmatic and hydrothermal processes. This study investigates textures and mineral chemistry of garnets from the Tezhsar Alkaline Complex (Armenia) to constrain their petrogenetic origin by determining whether the garnets are a primary magmatic liquidus phase or whether they have a secondary, subsolidus origin. Element mobility during garnet formation is evaluated, focusing on rare earth elements (REE), for which alkaline igneous rocks are a globally important resource and which are a valuable geochemical tracer to understand the evolution of rock-melt-fluid systems.

In the Tezhsar Alkaline Complex, K-rich plutonic and volcanic rocks occur in concentric units, representing the remnants of a palaeocaldera (Sokół et al., 2018). Garnet occurs in euhedral to subhedral clusters in pegmatitic nepheline syenite and more rarely as phenocrysts in syenites. The calcic garnets have a high Ti content (c. 2-4 wt.% TiO2), which is typical for garnet in alkaline igneous rocks. Garnet in the pegmatitic nepheline syenite is devoid of inclusions and shows only limited chemical variability, interpreted to reflect crystallization from a melt. In the syenite, garnet is rich in mineral inclusions and is interpreted to reflect a metasomatic origin during late/post-magmatic growth. Trace element data is being acquired to constrain the physicochemical conditions of garnet growth and evaluate REE incorporation into garnet.

Reference: Sokół, K. et al., 2018. Lithos 320-321, 172-191.

10:30am - 10:45am
Topics: 3.27 Alkaline rock and carbonatite related magmatism

The connection between perovskite, magnetite, titanite and schorlomitic garnet in nephelinitic rocks from Burko volcano, Tanzania

Fabian H. Schmitt, Michelle Siegel, Mika Henzler, Michael Marks, Gregor Markl

University of Tübingen, Germany

Burko is a nephelinitic volcano in the Gregory Rift of the East African Rift System (EARS), situated in northern Tanzania. The rocks are olivine-free and phonolitic nephelinites, deposited as tuffs, agglomerates and lavas that frequently contain plutonic inclusions. Based on geochemical data, a carbonatite-metasomatized mantle source has been assumed for these rocks (Mana et al., 2015).

We present a detailed mineralogical and petrological study of the variably evolved Burko rocks (whole-rock Mg numbers <50), which contain either nepheline + Fe-Ti oxide + perovskite + diopsidic pyroxene or nepheline + Fe-Ti garnet + titanite + hedenbergitic pyroxene ± alkali feldspar assemblages. Such an evolution of relatively oxidized and strongly SiO2-undersaturated alkaline magmas towards peralkaline compositions may be a common process and is probably controlled by T-aSiO2-fO2 changes. Based on a comparison with spatially associated nephelinitic volcanos like Sadiman and Ol Doinyo Lengai, we discuss similarities and differences in their genesis.

Mana, S., Furman, T., Turrin, B. D., Feigenson, M. D., and Swisher, C. C., III, 2015, Magmatic activity across the East African North Tanzanian Divergence Zone: Journal of the Geological Society, v. 172, no. 3, p. 368-389.

10:45am - 11:00am
Topics: 3.27 Alkaline rock and carbonatite related magmatism

Rare Earth Elements in Alkaline-Silicate Roof Zones: Late-Stage Magmato-Hydrothermal Processes in the Motzfeldt Igneous Centre, South Greenland

Curtis James William Rooks1, Donald Angus Herd1, George Frangeskides2, Adrian Anthony Finch1

1University of St Andrews, United Kingdom; 2Stallion Resources Limited, United Kingdom

The Motzfeldt Centre forms part of the Igaliko Complex: one of the major complexes of the Mesoproterozoic Gardar Igneous Province of Southern Greenland. This syenite hosts a Ta-Nb-Rare Earth Element (REE)-Zr alkaline-silicate roof zone, containing several metals classed as “critical” to the economy by the EU.

This study carries out detailed mineralogical, geochemical, and microtextural analysis of REE-enriched syenite variants from Motzfeldt using BSE-SEM imaging, EPMA, WDS mapping, and RAMAN spectroscopy. These data provide evidence that an aggressive, magmatically derived, F-rich fluid (F1) altered primary magmatic pyrochlore (P0), replacing it with mineralogically heterogeneous pseudomorphs formed of secondary pyrochlore (P1) and several alteration phases. Also found also encrusted on the surface of P1, these intergrown secondary phases are formed of elements lost from P0 during alteration including Nb, REEs, F, Ca, Zr. In a second hydrothermal event (F2), these crusts are “scrubbed” from the surface of P1, dissolving into and enriching that fluid (F2) in the elements scavenged from those minerals. The escape structures formed by the fluid F2 as it exits the system are breccia pipes, cemented by a rock mineralogically reminiscent of carbonatite. Previously interpretations were that these structures were entirely magmatic, but our findings indicate these structures are late-stage hydrothermal in origin. This may be a novel mechanism by which carbonatite-type rocks are formed.

These processes display how early intensive hydrothermal events can prime an ore body for further alteration, through conversion of refractory primary phases into secondary phases more vulnerable to hydrothermal attack.

11:00am - 11:15am
Topics: 3.27 Alkaline rock and carbonatite related magmatism

Fluid Evolution in the Iivaara Alkaline Complex (Finland): a Fluid Inclusion Study

Fahmi Hakim, Tobias Fusswinkel, Sven Sindern

RWTH Aachen University, Germany

Alkaline igneous rocks are known to host a variety of rare metal deposits, including HFSEs and REEs. The Iivaara alkaline complex (Finland) and the surrounding fenite aureole show Ti-dominated enrichment of HFSEs carried by titanite and apatite. Mineralogy and textural observation indicate a shallow intrusion level, fast cooling, and steep temperature gradients, as well as expulsion of different fluids. So far, the roles of different fluids in rare metal enrichment in such systems have not been fully understood. New results of a fluid inclusion (FI) study including FI petrography, microthermometry, phase identification using Raman spectroscopy, and quantification of elements by LA-ICP-MS reveal the fluid evolution in the Iivaara alkaline complex. Three stages can be distinguished: magmatic fluid, post-magmatic fluid, and late aqueous fluid. Magmatic fluid is characterized by relatively high salinity, with a dominance of methane in the vapor phase. This fluid type is responsible for the fenitization process as well as transporting some important elements and metals like HFSEs and REEs. The post-magmatic fluid is characterized by relatively low salinity with very low to no methane concentration in the vapor phase. This fluid is responsible for recrystallization of some minerals, especially apatite and the formation of cancrinite as a replacement mineral and as a vein. And the last fluid is an aqueous fluid which is very low in salinity, interpreted as meteoric water influx at the very late stage.

2:00pm - 3:30pm3.27-2 Alkaline rock and carbonatite related magmatism
Location: Wiwi 107
Session Chair: Benjamin Florian Walter, Karlsruhe Institute of Technology
Session Chair: R. Johannes Giebel, Technische Universität Berlin
2:00pm - 2:15pm
Topics: 3.27 Alkaline rock and carbonatite related magmatism

Carbonates or carbonatites? Examples of alkaline silicate plutonic xenoliths from volcanoclastic rocks in the Eifel, Germany

Maria Sitnikova1, Sindern Sven2, Kramm Ulrich2

1BGR, Hannover, Germany; 2RWTH, Aachen, Germany

Plutonic xenoliths in volcaniclastic rocks from the Laacher See (LS), East Eifel and the Rockeskyller Kopf Volcanic Complex (RKVC), West Eifel, were studied. They show different ways of magmatic carbonate formation at plutonic levels.

Well-preserved original igneous textures of carbonate-bearing syenites were observed in LS plutonic xenoliths. Calcite is often crystallised in “micropegmatitic texture” with sanidine and nosean. These structures argue for syngenetic crystallisation of calcite and main silicate minerals in alkali syenite melts in the case of the LS volcano. Different proportions of euhedral calcite and silicate minerals point to calcite cumulate formation.

Occurrence of calcite associated to apatite, magnetite, phlogopite and pyrochlore in nosean syenite from xenoliths of the RKVC is in line with the assumption of magmatic carbonate formation in a highly fractionated undersaturated silicate magma.

Next to carbonatite - nosean syenite xenoliths and sanidinite, a series of different mafic xenoliths were found around the RKVC, from amphibolite to pyroxenite and magnetite cumulates, that could indicate one or more magma chambers below the volcano.

A comprehensive data set for geochemistry, mineralogy and mineral chemistry of the carbonates of LS and RKVC volcanoes is provided. Characteristic carbonate and whole rock trace element patterns are presented. Different chondrite normalised REE signatures of RKVC and LS argue for different ways of fractionation in these volcanic systems.

2:15pm - 2:30pm
Topics: 3.27 Alkaline rock and carbonatite related magmatism

Magmatic vs. metasomatic ijolite petrogenesis – constraints from the type locality Iivaara, Finland

Sven Sindern, Fahmi Hakim, Tobias Fusswinkel, Sajjad Ali, Ulrich Kramm

RWTH Aachen University, Germany

Complex field relationships and association to alkaline ultramafic rocks, textural diversity and locally marked isotopic heterogeneity of ijolites lead to contrasting petrogenetic concepts for these rocks. They may either be formed by magmatic differentiation from nephelinitic magmas or by assimilation of silicate wall rocks in a carbonatite melt formed after metasomatic reaction during its’ ascent from mantle to crustal levels. We show new petrographic and mineral chemical results from the ijolite type locality, Iivaara. It is the aim of this presentation to set constraints to ijolite formation in the Iivaara alkaline complex and to discuss applicability of contrasting petrogenetic concepts. Pegmatitic growth, comb layering or brecciation indicate ijolite crystallization from a low viscosity and volatile rich melt. Small scale textural heterogeneity reveals locally highly variable crystallization conditions characterized by steep temperature gradients and sudden pressure drop. Irregular clinopyroxene zonation points to repeated disturbance of magmatic crystallization at depth prior to emplacement at the actual erosion level. Veins and matrices of breccia are dominated by clinopyroxene next to titanite and apatite attesting to the high Ca-concentration of a fluid that is violently expelled from the magma. The transitional zone between wall rocks and ijolite, too, is dominated by pyroxenitic compositions. Lack of a clearly defined contact between ijolite and wall rock is in line with the observation of migmatitic textures in high grade fenites, which probably obtained plastic behavior with increasing degree of fenitization. Such fenites with syenitic composition or partial melts of them may have been assimilated by ijolite.

2:30pm - 2:45pm
Topics: 3.27 Alkaline rock and carbonatite related magmatism

The carbonatite melt – granite wall-rock interaction: A case study on the Bulhoek carbonatites, South Africa

Ole L. F. Sauter1, Johannes R. Giebel1,2, Benjamin F. Walter3

1Technische Universität Berlin, Germany; 2University of the Free State, South Africa; 3Karlsruhe Institute of Technology

The study aims to provide valuable insights into the dynamics of the interaction between carbonate melts and silicate wall-rocks during ascent and emplacement of carbonatitic intrusions. A specific focus is given to potential processes leading to rare earth element (REE) enrichment. It can be assumed that the interaction of silicate rocks with carbonate melt is diverse. Therefore, a study of granites interacting with a carbonatite melt was used to carefully assess the effects of a specific lithology.

The research centers the Bulhoek carbonatite complex, a bi-partite intrusion (Bulhoek North and South) situated in the eastern central region of the Bushveld Complex, approximately 35km west of Pilanesberg (South Africa), where it intruded the Nebo-granite (an integral part of the Bushveld Complex). The key characteristics of this intrusion are reflected by volcanic breccia, finitized Nebo-granite and beforsite (fine-grained magnesio-carbonatite) containing abundant apatite and strongly disaggregated granite xenoliths. Textural evaluation indicates that the element budget of the granites was resorbed by the carbonate melt. An integrated analytical approach, involving scanning electron microscopy (SEM), X-ray fluorescence (XRF), X-ray diffraction (XRD), and whole-rock analysis, is currently in progress to reveal the intricacies of the carbonate melt – granite interaction. While previous field studies have touched upon the fenitization of the Nebo-granite, a comprehensive understanding of the entire (and mutual) interaction remains a significant research gap. This study bridges this gap and will deepen our knowledge of carbonatite formation.

2:45pm - 3:00pm
Topics: 3.27 Alkaline rock and carbonatite related magmatism

Crustal contamination and rare earth element enrichment in the Nooitgedacht Volcano, South Africa

Mohsin Raza1,2,3, R. Johannes Giebel4,5, Jochen Kolb1,2, Benjamin F. Walter1,2

1Karlsruhe Institute of Technology (KIT), Institute of Applied Geosciences, Chair of Economic Geology and Geochemistry, Adenauerring 20b, 76131 Karlsruhe, Germany; 2Laboratory of Environmental and Raw Materials Analysis (LERA), Adenauerring 20b, 76131 Karlsruhe, Germany; 3Department of Geology, Bacha Khan University Charsadda, Pakistan; 4Institute of Applied Geosciences, Technische Universität Berlin, Ernst-Reuter-Platz 1, 10587 Berlin, Germany; 5Department of Geology, University of the Free State, 250 Nelson-Mandela-Drive, Bloemfontein 9300, South Africa

Carbonatites are igneous rocks with significant concentrations of rare earth elements (REEs) and other important metals. Despite their economic potential, their origin and evolution are poorly understood. Crustal contamination can significantly modify REE abundance in carbonatites. The current study provides new petrographic, geochemical, and stable isotopic insight into the processes that led to the formation of high field strength element (HFSE) bearing carbonatites i.e. pyrochlore-calcite carbonatite, and rare earth element (REE) bearing carbonatite i.e. quartz-ankerite-calcite carbonatite in the Nooitgedacht Volcano.

The Nooitgedacht Volcano is an oval-shaped body with approximately a 3 km diameter situated in the Kaapvaal Craton in South Africa. It comprises mostly calcite carbonatite with enclosures of dolomite carbonatite. Petrographically, calcite carbonatite is divided into pyrochlore-calcite carbonatite and quartz-ankerite-calcite carbonatite. The mineral assemblage of pyrochlore, apatite, magnetite, and forsterite indicate an ortho-magmatic origin while the mineral association of monazite, ankerite, and quartz represents a post-magmatic/ hydrothermal origin for the quartz-ankerite calcite carbonatite. Stable isotope data (δ13C = -5 to -4) and (δ18O = +7 to +16) indicate a primary mantle source for the carbonatite with subsequent crustal contamination.

In summary, petrographic, mineralogical, geochemical, and isotopic data provide significant insight into the evolution of the Nooitgedacht Volcano, highlighting a complex history of magmatic differentiation, mineral fractionation, and crustal contamination.

3:00pm - 3:15pm
Topics: 3.27 Alkaline rock and carbonatite related magmatism

The influence of crustal contamination on REE-enrichment in carbonatites of the Kalkfeld group (Namibia)

Andreja Ladisic1, Michael Marks1, Benjamin Walter2,3, Johannes Giebel4,5, Gregor Markl1

1Tübingen University, Department of Geosciences, Schnarrenbergstr. 94-96, D-72076 Tübingen, Germany; 2Karlsruhe Institute of Technology (KIT), Institute for Applied Geosciences, Chair of Economic Geology and Geochemistry, Adenauerring 20b, 76131 Karlsruhe, Germany; 3Laboratories of Environmental and Raw Material analyses (LERA), Adenauerring 20b, 76131 Karlsruhe, Germany; 4Technische Universität Berlin, Institute of Applied Geosciences, Ernst-Reuter-Platz 1, 10587 Berlin, Germany; 5University of the Free State, Department of Geology, 250 Nelson-Mandela-Drive, Bloemfontein 9300, South Africa

Carbonatites are mantle-derived igneous rocks which may comprise economically important mineralizations of REE and HFSE. Their emplacement into the crust is usually accompanied by fenitization, alkali metasomatism of country rocks caused by fluids expelled during cooling and crystallization. Often, carbonatites are associated with diverse silicate rocks like syenites, nepheline syenites or phonolites. Understanding magmatic differentiation and late-stage processes after emplacement, such as hydrothermal alteration and element remobilization and re-precipitation, is of great importance to understand the formation of HFSE and especially REE deposits.

Carbonatites and associated silicate rocks (syenites, phonolites, fenites) of the Kalkfeld group in Northern Namibia show a large range in whole-rock REE contents, heterogeneity and textural variety and are therefore perfectly suited to study the phenomena named above. Detailed petrographic and microtextural analysis of the samples was done and focused on understanding the paragenetic sequence and evolution of the samples. Within the carbonatites, the typical sequence sövite -> beforsite -> ferrocarbonatite is observed, as well as late-stage, hydrothermal mineralization of REE- bearing phases like ancylite and bastnäsite. Currently, the study focuses on mineral chemistry by means of EMPA to further differentiate processes involved in the formation and evolution of the observed assemblages. Furthermore, silicate minerals like pyroxene, biotite and feldspar observed in carbonatites of the Kalkfeld group may indicate wall-rock interaction and crustal contamination of the carbonatitic magma during ascent and emplacement. The importance of silica contamination on REE enrichment in the carbonatites of Kalkfeld group will be discussed.

3:15pm - 3:30pm
Topics: 3.27 Alkaline rock and carbonatite related magmatism

Can REE-enriched carbonatites be mapped from space?

Veronika Kopackova-Strnadova1, R. Johannes Giebel2, Vladislav Rapprich1, Tomas Magna1

1Czech Geological Survey, Czech Republic; 2TU Berlin, 10587 Berlin, Germany

Rare Earth elements (REE) belong to the most strategic materials of the 21st century with steadily growing economic importance. PRISMA, the hyperspectral satellite data, is used for the very first time to test its capability of detecting REE contents from space using distinct subtle diagnostic spectral absorption features of REE. The PRISMA hyperspectral sensor acquired 234 spectral bands over VNIR/SWIR optical regions (400–2500 nm) of the electromagnetic spectrum at a spatial resolution of 30 m and a spectral resolution ranging from 11 to 15 nm. The carbonatite occurences within the Ondoto area in North Namibia were selected as the test site. To detect the REE-related diagnostic spectral absorption parameters (absorption wavelength position and depth) the in-house toolbox (QUANTools) developed at the Czech Geological Survey was tested and four absorption features placed within 700–900 nm range were found to correlate with the carbonatites containing high loads of REE. As a result, three perspective carbonatite areas were identified as the most promising, with one site validated using the laboratory geochemical data from collected samples. The results showed a good correlation between the high REE loads mapped using PRISMA data and the ground truth data highlighting the future potential of state-of-the-art satellite hyperspectral data to explore REE deposits using contactless Earth Observation data and methods.

Funded by the Czech Science Foundation project 19-29124X.

4:00pm - 5:30pm3.27-3 Alkaline rock and carbonatite related magmatism
Location: Wiwi 107
Session Chair: Tomas Magna, Czech Geological Survey
Session Chair: R. Johannes Giebel, Technische Universität Berlin
4:00pm - 4:15pm
Topics: 3.27 Alkaline rock and carbonatite related magmatism

Stable zirconium isotope constraints on the petrogenesis of carbonatites

Tomas Magna1, Vladislav Rapprich1, Shengyu Tian2, Frederic Moynier3, R.Johannes Giebel4

1Czech Geological Survey, Czech Republic; 2Max Planck Institute, Germany; 3IPGP Paris, France; 4TU Berlin, Germany

Refractory as well as insoluble nature of zirconium (Zr) dictates that its behavior mostly is driven by magmatic fractionation whereby Zr-rich phases, such as zircon or baddeleyite, and to a lesser amount pyroxene, can control stable Zr isotope systematics of silicate systems. In carbonatites, HFSE often are carried by pyrochlore, garnet and/or pyroxene, and scavenging of these phases during magmatic evolution of carbonatite liquids may result in significant depletions, particularly apparent for Ti, Zr and Hf. Therefore, fractional crystallization of HFSE-bearing phases may bear on the understanding of the role of carbonatites for HFSE distribution in the mantle.

We have analyzed Zr stable isotope systematics (δ94/90ZrIPGP-Zr) of several carbonatites from various geotectonic positions to further constrain their petrogenesis. The preliminary data shows ~0.4‰ variation which is not easily related to major element chemistry of carbonatites, nor emplacement age. Samples of unmodified carbonatites from continental rifts and hot-spots plot above the mantle value (δ94/90Zr = 0.04 ± 0.04‰), with δ94/90Zr of up to ~0.35‰ whereas carbonatites from shear zones display resolvedly lower δ94/90Zr. Carbonatites overprinted by F-rich fluids carry distinctly low δ94/90Zr, associated with high Nb/Ta, suggesting high mobility of HFSE in F-rich fluids. In contrast, δ94/90Zr of carbonatites carrying sulfide mineralization does not deviate from that of unmodified carbonatites. These cumulative observations indicate stable Zr isotope fractionation between silicate and carbonate melts in the mantle. Besides, they also indicate strong mineralogical control of HFSE-bearing phases on the stable Zr isotope systematics of carbonatites.

4:30pm - 4:45pm
Topics: 3.27 Alkaline rock and carbonatite related magmatism

Deep-stuck Ti-rich carbonatites: A link to the composition of primitive carbonatite melts?

R. Johannes Giebel1,2, Benjamin F. Walter3, Michael A.W. Marks4, Gregor Markl4

1Technische Universität Berlin, Germany; 2University of the Free State, South Africa; 3Karlsruhe Institute of Technology, Germany; 4Eberhard Karls Universität Tübingen, Germany

Carbonatitic melts are subject to different processes during their ascent (e.g., fractional crystallization and crustal contamination), which may cause a strong change in their composition. Their original composition has not been definitively determined. In order to find indications of the primitive composition, it appears reasonable to investigate the deepest known carbonatite occurrences. One of the deepest known carbonatites is the Palabora complex in South Africa. Most of the complex is represented by varieties of pyroxenite, while the center of the complex comprises a multiple calcite carbonatite intrusion (called Loolekop). A new discovery of a second carbonatite in the southern part of the complex, reveals a head section of a stuck carbonatite intrusion, which is reflected by isolated veins on the surface and a more extensive abundance with depth. This carbonatite shows a strong enrichment in Ti (>10 wt.% TiO2) with up to 20 modal% ilmenite. Fenitising fluids exsolved from the carbonatitic melt have even titanitised the surrounding pyroxenite. Additionally, previous investigations of the Loolekop show that the Ti content of the carbonatite increases systematically from the center of the intrusion to the margin. This could indicate a noticeably higher Ti content in the more primitive melt that crystallized in the marginal areas in comparison to a slightly more evolved melt that formed the center. Could this be an indication that primitive carbonatite melts are rich in titanium and lose the titanium rapidly during their evolution?

4:45pm - 5:00pm
Topics: 3.27 Alkaline rock and carbonatite related magmatism

The eruption interface between carbonatitic dykes and diatremes – the Gross Brukkaros volcanic field Namibia

Benjamin Florian Walter1, R. Johannes Giebel2, Pete Siegfried3, Dominik Gudelius1, Jochen Kolb1

1Karlsruhe Institute of Technology, Germany; 2Technische Universität Berlin, Germany; 3Camborne School of Mines, UK

Carbonatites are relatively rare rocks with only about 600 occurrences world-wide. While dominated by intrusive carbonatites the rock record only shows about 50 occurrences of extrusive carbonatites. The geochemical link between intrusive and extrusive equivalents is essentially unstudied. To shed light on this topic the interface between fine-grained dolomite-carbonatite dykes and associated diatremes of the Gross Brukkaros in central Namibia was investigated. Whole rock geochemistry and petrography provide evidence that the carbonatite dykes contain significant amounts of Si and Al, which is assigned to assimilation of crustal xenoliths. At the transition from carbonatite dyke to diatreme formation, the carbonatite melt degassed (release of CO2 and other volatiles to the atmosphere), while the Si, Ca, Mg and Fe load together with a high amount of trace elements became precipitated from a hydrothermal “magmatic-provenance-dominated” fluid during rapid temperature drop in the course of decompression as a mixture of micro- and cryptocrystalline quartz (quartz I) and aegirine-augite (plus minor magnetite). This mineral assemblage forms the matrix of the diatreme breccia. A second quartz generation (quartz II) is formed in the post-eruption environment by precipitation from a fluid resulted by a mixture of remaining fluids and an influx of meteoric waters. All measured trace elements show significantly higher contents in quartz I compared to quartz II (with exception of Li). This study provides the first holistic dataset that show how a carbonatite geochemically behave during eruption.

5:00pm - 5:15pm
Topics: 3.27 Alkaline rock and carbonatite related magmatism

Gravitational collapse of a volcano edifice as a trigger for explosive carbonatite eruption? - a lesson from Kaiserstuhl

Vladislav Rapprich1, Benjamin F. Walter2, Veronika Kopačková-Strnadová1, Tomáš Magna1

1Czech Geological Survey, Czech Republic; 2Karlsruhe Institute of Technology, Germany

The Miocene Kaiserstuhl Volcanic Complex in the Upper Rhine Graben is known for simultaneously exposing both intrusive and pyroclastic calciocarbonatites. This makes Kaiserstuhl a promising candidate for studying the field and genetic relations between intrusive calciocarbonatite and its eruptive equivalent, and the processes enabling eruption of the calciocarbonatite at the surface in particular. Eruptive calciocarbonatites in Kaiserstuhl are represented by carbonatite tuff and lapilli-stone beds covering a agglomerate fan on the western flank of the volcano. The debrites represent lahar (debris flow) and possibly also debris avalanche deposits. Based on observed textures, the debris flows were most likely derived by water-dilution from debris avalanches resulting from edifice failure, which occurred in the central part of the Kaiserstuhl Volcanic Complex and ultimately exposed the intrusive system. The carbonatite pyroclasts (lapilli and ash) were ejected from narrow vents represented by open framework tuff-breccias aligned along the detachment scarp. Since the Ca-carbonates break down rapidly at high temperatures and low pressures, calciocarbonatites are unlikely to form surface lavas. On the other hand, the presence of the calciocarbonatite pyroclastic deposits suggests that some geological process faster than the high-temperature break-down of Ca-carbonate may facilitate calciocarbonatite eruption. Prompt exposure of a suprasolidus high-level carbonatite intrusion by edifice collapse may be a suitable scenario enabling calciocarbonatite eruption. The absence of edifice failures on alkaline volcanoes, where carbonatite intrusion is either supposed or exposed, may explain overall scarcity of erupted calciocarbonatites.


Date: Wednesday, 06/Sept/2023
10:00am - 11:15am4.10-1 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?
Location: Wiwi 107
Session Chair: Sylke Hlawatsch, Richard Hallmann Schule
Session Chair: Dirk Felzmann, Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau
10:00am - 10:30am
Invited Session Keynote
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

Earth systems education - Four decades of Research-Development-Implementation

Nir Orion

Weizmann Institute of Science, Israel

This presentation describes the milestones of four decades of Earth Science Education (ESE) research. It will describe the evolution of the ESE Group in the Department of Science Teaching at the Weizmann Institute of Science, Israel. This evolution is derived from dozens of quantitative and qualitative studies and channeled into the holistic earth systems educational approach that incorporates integration of the outdoor learning environment as a central component of the learning sequence, a model for the integration of learning environments, the development of environmental insight through a holistic earth systems approach; development of a layered systems thinking model; and the notion of learning as an instinct. Integration of these components led to the development of the learning instinct theory, which contradicts the essentialist–reductionist paradigm, which still dominates universities and schools worldwide.

The holistic Earth systems approach is an effective platform for developing environmental insight. However, the low status of ESE in schools worldwide prevents the educational treatment needed to reduce environmental crises. Thus, climate change is an educational crisis. It results from the continuing failure of the environmental education paradigm that ignores the Earth systems and environmental insight approach.

The climate crisis should have been a turning point in raising the awareness of Earth Sciences as a scientific discipline and the importance of raising the profile of Earth science teaching in schools.

The academic geoscience community is a keystone for bridging the disturbing gap between the importance of Earth science to humanity and its low profile in schools worldwide.

10:30am - 10:45am
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

State of the Art: Summary of the geoscientific content in German curricula

Alexandra Mauerberger1,2, Tamara Fahry-Seelig2, Sylke Hlawatsch3

1EIfER European Institute for Energy Research, Germany; 2Dachverband der Geowissenschaften; 3Richard Hallmann Schule

We analyzed the curricula of the natural science teaching subjects of all federal states in Germany regarding their geoscientific content. With this information we can better address the demand of teacher trainings and provide the corresponding geoscientific topics. We can also approach the ministries of education to develop geoscience curricula for all 16 federal states as well as the national Kultusministerkonferenz (KMK) in order to include geoscience education in standards for education and teacher training.

To provide a quantitative evaluation, we compared the German curricula with the International Geoscience Syllabus (IGS) and developed a classification scheme. The higher the ranking, the larger is the combability with the IGS which can be regarded as a good standard. Classification criteria are geoscientific content, education time, interdisciplinary relation to other subjects, application examples, experiments, level of guidance and grade.

The curricula in Germany are highly heterogeneous, both in their content and their level of description. Geoscience school syllabuses are available for upper secondary schools (SEKII) in Baden-Württemberg and Bayern. In these states also the teacher education and trainings have been organized during the past years. Need of improvement is especially seen for Hamburg and Niedersachsen where we found hardly any geoscientific references and also the description of the curricula is very poor.

10:45am - 11:00am
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

Strategies for Developing Student Geoscience Identity

Sharon M Locke

Southern Illinois University Edwardsville, United States of America

Countries around the world are reporting a decline in student interest in geoscience careers, even as the need for trained geoscientists who can help solve global challenges in sustainability is becoming more urgent. This “geoscience crisis” is attributed to learners’ insufficient exposure to geosciences in the school curriculum, resulting from both lack of content and low teacher confidence in geoscience topics. Our team developed and studied an extracurricular programme of field excursions and mentored research to increase geoscience career interest among students who were in their first or second year of university but had not yet chosen their degree programme. Using the conceptual framework of social influence, the research team employed longitudinal surveys and interviews to examine geoscience identity and sense of belonging in the geosciences. The results showed that the programme had positive outcomes, with student geoscience identity emerging or increasing as students progressed. Field excursions led by an interdisciplinary faculty team were the pivotal component for increasing students’ belief that they could become a geoscientist and for enhancing student awareness of the importance of geosciences to society. The project affirms the critical need to increase teacher knowledge and skills to teach earth system science in field settings at primary and secondary level, well in advance of students choosing their university major. Field trip design should include activities that ask students to apply geoscience understandings to future Earth scenarios. This teaching approach reinforces for students that the geoscience profession has a role in our sustainable future.

2:00pm - 3:30pm4.10-2 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?
Location: Wiwi 107
Session Chair: Sylke Hlawatsch, Richard Hallmann Schule
Session Chair: Dirk Felzmann, Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau
2:00pm - 2:15pm
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

Students’ Interest in Climate Change – Results of a Quantitative Questionnaire-Based Study in Germany

Steffen Höhnle, Hanna Velling, Jan Christoph Schubert

Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany

In addressing climate change as one of the key problems of humanity (IPCC 2014), the school subject of geography is of particular importance, as it is a leading subject for Education for Sustainable Development with a pronounced systemic character (DGfG 2020). In this highly relevant area, on the one hand, the interest of students is considered a decisive prerequisite for the success of learning processes. On the other hand, students’ interest is also regarded as an important goal of (geography) lessons (Krapp 1998) - yet there are hardly any differentiated findings on its characteristics regarding climate change.

Against this background, in a quantitative, questionnaire-based study N = 4627 students in the federal state of Bavaria were surveyed about their topic-specific interest in climate change, and the data were analyzed both descriptively and interference-statistically. Overall, the students show a high level of interest in climate change. However, there are remarkable differences regarding different aspects of climate change, as well as between genders and between students attending different types of schools. Aspects related to actions against climate change as well as to the global level are considered more interesting than aspects concerning spatial proximity and climate change measurement/methodology, and girls show an overall higher interest in climate change than boys do. Furthermore, students attending grammar school (“Gymnasium”) show a higher interest than students attending secondary school (“Realschule”), and these in turn than students attending lower-level secondary school (“Mittelschule”). These and the results of further analyses of the survey will be presented.

2:15pm - 2:30pm
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

Conceptual Change Research in Geosience Education

Dirk Felzmann

Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau, Germany

Conceptual change research is an important field of science education research. This also applies to geoscience education (e.g. Guffey & Slater 2020). Despite the high importance of student conceptions for successful learning processes (Hattie 2017), a decline in conceptual change research can be observed in recent years (Potvin et al. 2020).

This presentation aims to provide an overview of conceptual change research in geoscience education. Building on the reviews by Cheek 2010, Francek 2013, Guffey & Slater 2020, the current state of reconstructing geoscience student conceptions will be outlined. Emphasis is placed on the specific challenges of learning geoscience content: the enormous temporal and spatial dimensions and the high complexity.

Finally, current approaches of conceptual change research (e.g. “embodied cognition”, cf. Amin 2015, “conceptual prevalence”, cf. Potvin & Cyr 2017) are discussed in their potential for further research in geoscience education.

The lecture is aimed at interested geoscientists who are only partially familiar with didactic theories. Examples from my own research on student conceptions (glaciers: Felzmann 2017, climate zoning) serve as illustration.

2:30pm - 2:45pm
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

Development of new formats of Citizen Science with micrometeorites for multidisciplinary school education

Lutz Hecht1,2, Dieter Dominik1,2, Andrea Miedtank1,2, Alexandra Moormann1, Aria Tilove1

1Museum für Naturkunde Berlin - Leibniz-Institut für Evolutions- und Biodiversitätsforschung; 2Institut für Geowissenschaften, Freie Universität Berlin

In addition to its importance for basic scientific research, Citizen Science involving micrometeorites collected from the roofs of Berlin has a special potential for promoting scientific literacy and the understanding of science in general (Hecht et al. 2021). Yet, Citizen Science still occurs too rarely in schools and requires further development (GEWISS 2016). Moreover, earth sciences are only briefly addressed in school curricula. The Citizen Science approach can be applied very well to the Berlin framework curriculum due to its many links to geography, physics and chemistry lessons. Citizen Science can be an important part of geoscience or natural science education and even contribute to strengthening democratic participation and research (Burger 2016).

This project aims to develop and test a Citizen Science approach in a school setting. In cooperation with grade 9 students in a Berlin high school, we are conducting sampling and scientific processing of micrometeorites from a Berlin roof using almost all essential research steps. The project’s main setting is at school. In order to enable active participation in the use of large-scale equipment, we will test the remote control of such equipment by students in the classroom.

Burger, D. (2016): GW-Unterricht, 2(142), 18–27.

GEWISS (2016): Grünbuch. Citizen Science Strategie 2020 für Deutschland. Leipzig: FRITSCH Druck.

Hecht, L., Milke, R. & Greshake, A. (2021): GMIT 84, 7-21,

2:45pm - 3:00pm
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

Earth sciences for schoolchildren in the Museum Mineralogia Munich

Melanie Kaliwoda, Malte Junge, Felix Hentschel, Wolfgang Schmahl

Mineralogical State Collection Munich, Germany

The Museum Mineralogia München is the public part of the Mineralogische Staatssammlung München (MSM). The aim of the MSM is to provide knowledge transfer in natural science subjects, i.e. especially in the field of geosciences. The MSM has been trying to fulfill this task for over 16 years and has thus also gained a great deal of experience in the teaching-learning field. Since the geosciences are unfortunately not a school subject, but geoscientific topics are becoming more and more relevant for socio-political concerns, it is important to sensitize and inspire children and young people for the geosciences at an early age.
We offer a variety of activities: (1) volcanism, (2) the cycle of rocks, (3) meteorites, (4) the construction of a smartphone. In addition, special exhibitions on various geoscientific topics are included in the projects. In addition, there is a network with other science laboratories for schoolchildren both in Munich (Muc-Labs) and throughout Germany (LeLa). Participation, for example, in Girls' Day, Science Days (Forscha) or the Children's Culture Summer, as well as projects with other museums also strengthen the reach. In addition to national projects, international work (e.g. with Austria, Italy, Norway) is also carried out. As a further concept, internships are also offered to school students. In addition, the Mineralogische Staatssammlung München has successfully participated in two funded programs on ease-Corona (BMBF - catching up after Corona). In particular, children and adolescents with Corona- and Lock down-induced learning deficits should be supported.

3:00pm - 3:15pm
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

Introducing the Disaster Risk Platform

َAbbas Kangi1, Jafar Rahnamarad2

1Department of Civil Engineering, Khayyam University, Mashhad, Iran; 2Mining engineering system of Sistan and Baluchistan province Department: Expert affairs of mines and minerals Country: Iran, Islamic Republic of E-Mail: /, Iran, Islamic Republic of

The Disaster Risk Platform project is a humanitarian program aimed at digital disaster education based on articles published in scientific journals. The DRP project is a user-centered program and the information services provided are fully, open and free of charge to its users. The target group of this project is educational centers, managers and communities at risk. We are trying to bridge the large gap between advances in disaster science and public education. The Disaster Platform is designed in line with the Sendai Framework for Disaster Risk Reduction with a focus on educating at-risk communities. Five DRP services digitize data published in scientific products. This information is converted into the following training courses.

1- Flood risk assessment services

2- Earthquake damage estimation services

3- Tsunami hazard and risk assessment services

4- Landslide risk assessment and management services

5- Land subsidence vulnerability assessment services

4:00pm - 5:30pm4.10-3 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?
Location: Wiwi 107
Session Chair: Sylke Hlawatsch, Richard Hallmann Schule
Session Chair: Dirk Felzmann, Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau
4:00pm - 4:15pm
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

EGU Geosciences Education Field Officers: the assessment of the programme

Gina P. Correia1,2, Sylke Hlawatsch3, Anna Anglisano Roca2,4, Hélder Pereira2,5, Jean-Luc Berenguer Berenguer2,6

1Centre for Earth and Space Research of the University of Coimbra (CITEUC), Coimbra, Portugal.; 2European Geoscience Union - Education Committee (EGU-EC); 3Richard-Hallmann-Schule, Trappenkamp, Germany; 4Spanish Earth Science Teachers Association (AEPECT), Spain.; 5Escola Secundária de Loulé, Loulé, Portugal; 6GEOAZUR Education & Outreach, Université Côte d'Azur, France

With the main goal of supporting geosciences education in Europe and beyond, the European Geosciences Union (EGU) Education Committee (EC) launched and support the Geoscience Education Field Officers (GEFO) programme. A GEFO is a teacher trainer that promotes hands-on workshops to geoscience teachers and pre-service teachers, from primary to secondary school, in his own country. Since 2019, a network of 11 EGU GEFO are working, initially with members from France, Italy, Portugal, and Spain, later reinforced, in May 2022, with GEFO from Albania, Estonia, Germany, Greece, Romania, Turkey, and the United Kingdom. Beyond Europe GEFO programme is established in eight countries (Burkina Faso, Chile, Colombia India, Malaysia, Morocco, Togo) and is supported by the International Union of Geological Sciences Commission on Geoscience Education (IUGS-COGE). Indicators as: a) number of workshops held, attending participants, and locations; b) workshop contents; c) teachers’ conferences attended and abstracts/papers published by GEFO about their activity; d) and an evaluation form provided to attending participants that allows to make a sample characterisation (teacher education establishments involved, gender, role, teaching years, professional position, school level, taught subjects) and appreciation of the interest of the workshops, have been used to assess the progress of the programme. The evaluation form was adapted from one used by the Earth Science Education Unit (University of Keele, UK). The assessment has brought some challenges particularly related to the application of the same evaluation form in different national educational systems/curricula, and with the encouragement of attends to fill in the form.

4:15pm - 4:30pm
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

EGU Geoscience Education Field Officer (GEFO) initiative in Germany – results of the first year of activity

Sylke Hlawatsch

Richard-Hallmann-Schule Trappenkamp, Germany

Geoscientists know that their scientific understanding of the Earth as a system is important for the sustainable development of planet Earth. In Germany they expressed their concern about the state of geoscience education in 1996 (Leipziger Erklärung) and in 2023 (Positionspapier der GEOUNION und des Dachverbandes der Geowissenschaften). Explicit geoscience education expertise is still lacking at all levels of the educational system: education research at the universities, teacher training, professional development of teachers, syllabus commissions.

In 2019 the European Geoscience Union - Education Commission (EGU-EC) launched an initiative by appointing Geoscience Education Field Officers (GEFO) to support science and geography teachers that are interested in teaching geosciences. The GEFO are trained to offer in service and pre service teacher training according the teacher training method developed by the Earth Science Education Unit originally based at Keele University (UK). It provides interactive hands-on workshops and access to a wealth of teaching resources that are freely available through a website. The workshops are evaluated by an online questionnaire. (Correia et al. 2020).

In 2022 the EGU-EC appointed a GEFO for Germany. Measures of cooperation have been established and first workshops conducted. Cooperation partners as well as German teachers show a high level of interest in the workshops. The workshop schedule will be explained and first evaluation results presented.


Correia, G. P. et al. (2020) Geoscience Education Field Officer international programme – the first year of activity (May 2019 – April 2020). ASE International. 10. 11-21.

4:30pm - 4:45pm
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

Earth system science in schools: Teaching geoscientific content with the help of instructional videos

Martin Meschede

Universität Greifswald, Germany

There is an urgent need to include Earth systems sciences (ESS) in the school curricula in order to enable the next generation to understand that the Earth is a dynamic system and its global problems such as climate change or the sustainable use of georesources as discussed by the 2022 report of the Leopoldina, the German National Academy of Sciences.

Right now, geosciences are not explicit part of the German school curriculum. Basic knowledge of the earth sciences is currently only taught in geography classes and occasionally in physics, chemistry and biology classes. But geography and all science teachers do not receive qualified training in Earth system sciences as part of their studies. While they rely on textbooks for their teaching, geoscientific texts and illustrations in many textbooks currently used in schools contain errors, especially concerning the dynamic of the solid Earth.

The German Geological Society (DGGV) currently develops a series of about 10 minutes long educational videos with text and figures on the Earth system on its website, in which basic geoscientific knowledge is conveyed. The videos are aimed specifically at teachers in schools, but also at students and interested laypeople. First tests in school education settings by individual teachers have revealed that they are a useful and welcome aid for teachers in their classrooms.

4:45pm - 5:00pm
Topics: 4.10 Geoscience Education Research - What do we Know About Learning and Teaching geosciences?

GEOWiki@LMU - behind the scenes

Donjá Aßbichler1, Daniel Schmid1, Carolin Otte1, Elina Bauer1, Natalie Diesner1, Leonard von Ehr1, Paul Herwegh1, Philipp Kessler1, Leon Koß1, Phil Lavorel1, Alina Piller1, Andrea Schmid2, Wolfgang Stoiber1, Malte Junge3, Eileen Eckmeier4

1Ludwig-Maximilians-Universität München, Germany; 2Technische Universität München, Germany; 3Mineralogical State Collection (SNSB-MSM), Germany; 4Christian-Albrechts-Universität zu Kiel, Germany

GEOWiki@LMU is more than just a visible website on the Internet. Various different activities are going on behind the scenes. All students, from the first semester up to advanced classes, independent from their thematic specialization have the opportunity to enhance their knowledge in research areas of their choice and even to conduct their own research as part of the GEOWiki-Team.

One outstanding example is the StudForschung program of the LMU, where contents for the new branch GEOWiki@Schule were developed. We are happy to announce that also student teachers work together with their colleagues from geoscience to develop the course. Together they gain insights into geoscientific topics and methods and get prepared for their future teaching activities. In addition, the content developed together with the instructions can be applied by the teachers and pupils promoting the knowledge in geosciences in different school subjects.

We work with a variety of tools to realize our own ideas and bring them into practice. The website of the GEOWiki@LMU is meanwhile very broad: in addition to the classic webpages we offer an OPEN-VHB course to teach geoscientific content. The interdisciplinary team developed a wide variety of content, which are always interlinked. Our didactic goal is to learn with fun and motivation independent whether you are a user of the website or active developer of the content. We invested an immeasurable amount of heart and soul in this project and we are excited to continue the journey of education.