UNDERGRADUATE STUDENTS UNDERSTANDING AND CONNECTIONS AMONG VOLCANOLOGY-RELATED CONCEPTS

College students' understanding of geology concepts and related connections are necessary to develop scientific knowledge. However, there is limited research of college students’ understanding about volcanoes and the role of teaching strategies in contributing to students' understanding of volcanology concepts. In this qualitative study, open-ended responses from a pre/post-test, students' confidence levels, semi-structured individual interviews, course assessments, and field notes were sources of data. Also, instruction on volcanoes and igneous rocks was investigated. Of the 184 students from two introductory geology courses that answered the pre-test, students were randomly selected for interviews. The student's interviews included pre-test questions, which the students clarified answers as a post-test, and questions about teaching strategies that facilitated their understanding about volcanoes and igneous rocks. Using an inductive approach, student data was analyzed as individual cases, then as cross-cases. Four concept categories emerged, where students were categorized as high, medium and low understanding about volcanoes. Prior to instruction, students' conceptual knowledge of volcanoes and connections among volcanology concepts was limited, mostly on volcanic processes and products. After instruction, all students increased conceptual knowledge and related connections about volcanoes. Significant positive correlations were found between confidence levels and pre- and post-test scores. Students’ misconceptions about volcanoes were identified. Visualizations and laboratory activities were the two teaching strategies that helped students in the systematic building of volcano concepts and connections.