The Origin and Extent of Student’s Understandings: The Effect of Various Kinds of Factors in Conceptual Understanding in Volcanism

Abstract

This study investigated and compared 130 students’ perceptions of volcanoes and
volcanic activity from an inner city elementary school (Year 6), middle school (Year 9)
and student teachers in the science education department. A qualitative and quantitative
methodology was used for this investigation. The data collection was based on three
research stages: collection of information by the association of ideas, a Q-Sort test and a
questionnaire with open-ended questions. The findings indicated that the sample
possessed an incomplete picture of volcanoes and volcanic activity including many
alternative conceptions about it. Both the students and the student teachers had
surprisingly similar alternative conceptions despite the fact that the latter received more
instruction on this topic. Moreover, over the course of the curriculum, a closer
relationship between alternative conceptions and accepted scientific knowledge was
evident. Hence, it was possible to map out the categories of alternative conceptions of
volcanism and to measure the influence of the curriculum by looking at the evolution of
these alternative conceptions. Based on the results, some suggestions to help teachers and
students avoid critical barriers to learning that may be difficult to overcome later in their
education are presented.