Evaluating the effectiveness of quantitative descriptions of Earth Science phenomena during outreach activities

Abstract

We present a study aimed at evaluating how experiment-driven communication, in particular in the field of volcanology, seismology and tsunami sciences, is effective in conveying quantitative concepts and increasing the understanding of natural phenomena. We conducted two dissemination initiatives dedicated to creating the general public's awareness and appreciation of geoscience, each targeting a different type of audience. The first initiative was a lesson delivered to high-school students with a humanistic background as part of the European Researchers' Night. The second was an interactive experiment/activity carried out in a booth hosted by the Italian Civil Protection Department, focused on best practices for risk mitigation. It was presented during an international event dedicated to fandom culture (Lucca Comics and Games), which was entirely unrelated to geoscience. The core of both initiatives-focused on volcanic conduit dynamics, earthquake localization and magnitude calculation, and volcanic landslide-induced tsunami-consisted of hands-on experiments, corroborated by the determination of parameter values, adding a quantitative dimension to the phenomenological experience. We also delivered questionnaires to all participants aimed at evaluating the effectiveness of the conveyed messages. One questionnaire was delivered to the 62 high-school students during the European Researchers' Night and two questionnaires (pre-and post-experiment) were delivered to 26 participants during Lucca Comics and Games. The results of the survey show that our experiments were well-received and, as a general conclusion, underline that geophysical hands-on experiences can successfully foster the engagement of people, even when providing quantitative evidence. However, it is also important to adapt the dissemination initiative to the target audience, by considering the amount of time available and the background of the attendee. For external instructors who present experiments to high school classes, we once again assessed the importance of the synergy between school teachers and external communicators before and after the events, in order to avoid contradictory messages delivered to students. We finally underline the importance of finding new ways to promote a modern and interactive way to communicate geoscience.