Results from the Volcanic Concept Survey (VCS) indicated that many undergraduates do not fully understand volcanic systems and plate tectonics. During the 2006 academic year, a ten-item conceptual survey was distributed to undergraduate students enrolled in Earth science courses at five U.S. colleges and universities. A trained team of graders scored 672 completed surveys, coding responses to each item with a score, out of 3, based on accuracy and comprehensiveness. Questions requiring only basic content knowledge (e.g., terminology, volcano topology) received more high scoring responses than questions requiring higher thinking and deeper conceptual connections (association with plate tectonics, prediction of hazards and impacts on the environment). The mechanics of eruptions also appeared to be poorly understood. Special attention was paid to students' alternate conceptions about where volcanoes are likely to form. Male students, students highly interested in science, and students who lived in a volcanically active area received significantly higher total scores than other student groups. Science, technology, engineering, and mathematics (STEM) majors also performed significantly better than non-STEM majors. Understanding the nature of student comprehension and misconception may be useful for geoscience educators seeking to address student preconceptions and promote conceptual change.

Abstract. Research in teaching and learning about Earth Sciences indicates that first year geology students not only lack knowledge about basic concepts, but that they may also have developed their own potentially incorrect explanations of those phenomena. Understanding volcanic concepts is one of the areas in which noticeable misconceptions occur, as a significant number of students seem to acquire their knowledge from non-traditional sources such as sensationalist media and catastrophic films. This paper presents V-Volcano, a virtual reality volcano activity learning environment that immerses students in a scientifically-accurate simulation of volcanic systems. Students are able to generate and manipulate volcanic eruptions in real-time with data monitoring to explore the effects of changing conditions. The goal is to provide a geoscience tool that can be used to correct student misunderstandings about volcanic phenomena.

Introduction Survey Instrument Study Population Evaluation Results Discussion Conclusions Acknowledgements References CHAPTER 3. Is Hollywood to Blame for Students' Poor Understanding of Volcanoes and Plate Tectonics? Abstract Introduction Methods Results Discussion Conclusion References CHAPTER 4. General Conclusion Discussion Acknowledgements APPENDIX. The Volcanic Concept Survey (VCS) Demographic Questionnaire Concept Inventory: Volcanoes v ABSTRACT A growing body of geoscience education research suggests that many students in the American K-12 system do not fully understand key geoscience concepts. Moreover, early misunderstandings appear to persist even at the introductory undergraduate level. This thesis focuses on exploring the understanding of volcanic systems among American undergraduates via a new assessment instrument, the Volcanic Concept Survey (VCS), which has collected over 600 student responses from a diverse sample of undergraduates across the country. Initial results show that student understanding of volcanic processes is rather limited. Specifically, students tended to possess only basic content knowledge, while concepts requiring the use of higher thinking skills were not well understood. Further explorations of demographic data for the student population reveal that, among other factors, the students' source of knowledge about volcanoes can significantly impact the quality of their understanding. Students who learned from non-traditional film and media sources did not score as highly on the VCS instrument as their peers. The severity of this problem underscores a need for change. Thus, to promote deep and robust learning, new strategies may be necessary when teaching volcanology in the modern introductory geoscience classroom. While simulations will never fully rival the experience of fieldwork, VCS results are being applied to optimize the pedagogical value of an upcoming highly interactive and visually stimulating Virtual Volcano teaching tool.

No abstract

No abstract