IMPROVING COMMUNICATION OF GEOLOGIC CONCEPTS THROUGH EFFECTIVE INFORMATION DESIGN

Visual representations are well known to be important in teaching geoscientific concepts, especially those too large to be seen at the field or laboratory scale. Investigation of expert and novice interpretations of images of geologic phenomena provides insights into the optimal ways to present concepts and reduce the likelihood of misinterpretations of image content. We have designed a novel plate tectonic schematic that highlights key concepts and minimizes potentially misleading aspects that can negatively affect viewer understanding. To assess the effectiveness of the novel image, we collected survey data on the novel schematic and a traditional plate tectonic schematic from participants in an introductory geoscience course and at the 2008 and 2010 GSA National meetings. We also collected eye-tracking data using both images at a large Midwestern university. Preliminary analysis suggests that, relative to the traditional image, the novel image induced (1) fewer alternative conceptions about the physical nature of the asthenosphere and deep mantle; (2) more frequent identification of plate boundaries; and, (3) more expert-like viewing behavior by novices. These data suggest that the novel image induces more conception-oriented viewing behavior and deeper understanding of plate tectonic concepts than the traditional image. We suggest that scientists should consider established principles in information design when generating images for communicating with non-scientists.