Mental models, conceptual models, and modelling

Role of mental representations in problem solving: Students’ approaches to nondirected tasks

“…Research [8,40] has shown that it is difficult to identify and have a consistent view of students' cognitive structures. However, their external manifestations such as reasoning, verbal or visual representations, and hand movements during discussions within a specific context can provide insights about students' mental representation [2,5].…”

“…They are internal views of mental models with more visual-spatial features allowing perceptible information to be visualized. Greca and Moreira [8] provide a good description using ''the cat is on the roof'' to differentiate between a mental model and a mental image. According to Greca and Moreira, in order to make sense of this sentence, one has to imagine the situation attending principally to the content with details surrounding the visual and spatial aspects of the situation described being implicit.…”

“…They argue that, based on the split attention effect or cognitive load theory [14], a learner might find it difficult to coordinate information provided through multiple external representations while creating an internal representation of the phenomena. Other studies in science education and cognitive science have identified various factors inhibiting the linking process between mental and external representations [8,9,12,15,16]. These include the design (presence of superfluous details and incorrect depictions) and types (predominance of mathematical formulations in textbooks) of representations the students are exposed to.…”

“…Our interest lies principally in how students deal with tasks presented with different kinds of representations requesting a value as the final answer or the generation of a qualitative solution. In physics or science education, it is difficult to have a consistent and definite view of students' mental representations [8,40]. However, by referring to their external manifestations within a specific context, we can gain insights into their cognitive constructs [4].…”

Peningkatan Pemahaman Konsep Perubahan Materi Melalui Perbaikan Bahan Ajar

“…Menurut Greca & Moreira (2000) proses belajar bermakna dalam memahami konsep yang sesuai dengan model mental dapat berhasil dengan baik apabila melalui pemodelan. Pada penelitian-penelitian ini, cenderung menganalisis cara pemahaman konsep pada peserta didik dengan suatu pendekatan atau strategi tertentu.…”