Mental models are our personal explanations of how, when, why things work with images whether it’s a picture diagram, calculation, etc. It is our perceptions, interpretations, opinions and ideas that connects to our logic.
I have many mental models of the ice ages for instance, the big bang theory, creationism, biological, chemical and physiological processes and so much more. As an instructor, we use mental models to transfer knowledge and understanding to students to learn a concept and/or to connect their prior knowledge to the new material.
In the following episode, Eleanor provides a scenario in which I visualized friction. I realized that I have many mental images of friction and could relate my experiences on a slide at a playground at various ages and weights to relate to her example. This is an excellent example to connect the class to something that they are familiar to create a mental image.
In the following episode, Eleanor provides a scenario in which I visualized friction. I realized that I have many mental images of friction and could relate my experiences on a slide at a playground at various ages and weights to relate to her example. This is an excellent example to connect the class to something that they are familiar to create a mental image.
Tuesday afternoon, 6-26-12 UE2
As a pre-service Chemistry educator, I am interested in finding ways to connect students to the material in such a way that relates to their existences. Since science is all around us just waiting for us to discover it, it should not be difficult. The difficult part, I believe, is not knowing their mental models of how and why things behave as they do. This part takes time and energy to listen and assess their knowledge to better understand their conceptions and/or misconceptions. Here’s where assessments are used however, the instructor must invest in the students and have a deeper understanding of the materials themselves to get the students to point N to point X.
Eleanor is a great example of teaching and tapping into the class as a whole by using mental imagery to transfer information and get the class collectively to a better understanding. This has been drilled in pre-service teachers in my education program that we connect a model that is relevant to each individual class or circumstance-permitting on an individual basis, that period 1 class will be much different than 4th period class though it may even be the same subject and level.
On Friday, Sherry explained her frustrations to have to “see it” before she can transfer the material to her knowledge base instead of different learners who can believe without seeing. Eleanor gives her an example of believing though she cannot actually “see” it, she is giving Sherry a mental model of gravity.
Eleanor: Do you believe in gravity?
Sherry: Yes, and I can't see it.
Eleanor: Why do you believe it?
Sherry: Because there's an experience and we could call it XYZ if we wanted to.
Sherry: I want to know if it really jiggles. It's irritating to me that I can't get where other people are without this "show-me" attitude. (flag = IDENT)
Eleanor: gravity - sending a satellite, etc. - it's a powerful model.
Sherry: I tell my students that things are jiggling in place, but I don't really know.
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