The InVEST Volcanic Concept Survey: Exploring Student Understanding About Volcanoes

Abstract

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.

Development Of The EGGS Exam Of GeoloGy Standards To Measure Students’ Understanding Of Common Geology Concepts

“…Only 38% of our respondents correctly answered choice B. This item appears to be working as anticipated and consistent with research reported by Parham (2010) and colleagues. They created the 10-item student-supplied-response Volcanic Concept Survey and administered it to 672 students across five universities.…”

VLP Simulation: An Interactive Simple Virtual Model to Encourage Geoscience Skill about Volcano

“…Therefore, it was necessary designing a simulation media that was able to accommodate the students' requirement in learning about geosciences concept interactively as an effort to encourage geoscience skills [3]. Many volcanic simulation programs have been developed by geoscience educators and researcher at the international level, including Computer Aided Instruction or CAI [3], Interactive Virtual Earth Science Teaching or InVest [4], Vhub [5], MIAVITA [6]. These programs proved able to support the community to understand the phenomenon of the volcano but it must be modified and adapted according to the physics students need in order to improve geoscience knowledge and predicting skills based on volcanic activity in Indonesia.…”

V-Volcano: Addressing Students’ Misconceptions in Earth Sciences Learning through Virtual Reality Simulations

“…Prior to V-Volcano, a group from Iowa State University [1] [2], developed the Interactive Virtual Earth Science Teaching (InVEST) Volcanic Concept Survey to look into the prevalence and nature of the misunderstandings and alternate conceptions about volcanoes among first year geoscience students. Five universities were included in the study: Iowa State University, University of Texas El Paso, University of Georgia, Western Washington University, and Fort Valley State University.…”

“…The results from these surveys were analyzed, with the goal of identifying areas where introductory geology students were lacking or mistaken in their knowledge of volcanoes [1] [2]. The following four main misconceptions about volcanic formation were identified:…”