Nowadays, meaningful learning takes a central role in science education and is based in mental models that allow the representation of the real world by individuals. Thus, it is essential to analyse the student's mental models by promoting an easier reconstruction of scientific knowledge, by allowing them to become consistent with the curricular models presented in the classroom. In this context, the study aims to examine, through the application of a diagnostic instrument (Two-Tier Diagnostic Test), what students consider to be the seismic effects on soils and buildings, to analyse and to compare their mental models about some of these issues related to seismology, applying a questionnaire to 52 students from a Portuguese University attending an undergraduate degree in Geology and a master course in Biology and Geology teaching. The analysis of the data allowed concluding that undergraduate students have more inconsistent mental models than master students, mainly concerning the factors which influence the seismic risk, such as hazard and vulnerability, and the soils characteristics which influence the intensity of earthquakes. During their academic formation in the university, teachers present some curricular models to students which allow them to reconstruct their mental models and turn them scientifically consistent, enhancing the educational implications of this study that points to the need for teachers to be aware of the importance of the diagnosis of the students' mental models and to promote meaningful learning and scientific literacy autonomously and dynamically.