Mental Models
Khan Academy and the Effectiveness of Science Videos
Sometimes being confused is a good sign that you're learning!
Learning Objectives
First time LAs
Define the concept of mental models and explain their relevance in supporting student learning as a learning assistant.
Identify common types of mental models used by students and describe how they impact learning in various subjects.
Analyze how learning assistants can effectively leverage students' mental models to enhance comprehension and problem-solving skills.
Recognize and address misconceptions held by students to promote the formation of more accurate mental models.
Returning LAs
Collaborate with fellow learning assistants to design activities and interventions that integrate the use of mental models to support student learning.
Reflect on personal experiences as a learning assistant and identify strategies for improving support in developing students' mental models.
Synthesize research findings on mental models and their implications for effective learning assistance in diverse educational contexts.
Develop a plan for ongoing professional growth as a learning assistant, focusing on enhancing skills related to supporting students in constructing and utilizing mental models effectively.
Readings
The Implications of Cognitive Studies for Teaching Physics (not just for teaching physics)
Principles
Construction
Assimilation
Accommodation
Individuality
How Learning Works - Chapter 1 (How does students' prior knowledge affect their learning?) - starts on page 36 in the linked PDF
Activities
Small group discussion
“How do people learn something new?”
Mental model definitions
A conceptual framework for understanding a topic or procedure.
Example: the solar system - video (0:58)
Mental models (below)
Mental model principles from The Implications of Cognitive Studies for Teaching Physics
Build a mental model of it as a mind map
Did you or do you have a common misconception? (see list in links)
Small group discussion
Bobby and Andy are two first year LAs discussing their teaching experiences for the week and what they have learned about mental models. Which LA do you agree with more and why?
Bobby: "My students have mental models which I can always make helpful when we're learning. I can help students build on their mental models about a topic we're discussing."
Andy: "My students have mental models that are sometimes helpful. Sometimes their mental models are really close to the scientific ideas I want them to learn and so I can build on those mental models. Sometimes students' mental models are so far off from what I want them to learn that I have to work with them to get rid of these mental models and then replace them with the correct mental model."
Think of a learning example to go along with the business examples in the cheat sheet below
Action Steps
Apply Concepts in Practice: Look for opportunities to apply the concepts learned about mental models in your role as a learning assistant. This could involve observing student behavior, interactions, or thinking processes with a heightened awareness of mental models.
Provide Feedback to Students: Use your understanding of mental models to provide targeted feedback to students. Identify instances where students demonstrate effective mental modeling and offer guidance or support to address any misconceptions or gaps in understanding.
Links and Resources
Piaget's Theory of Cognitive Development (especially the schemas for learning)
The Myth of "Learning Styles" from The Atlantic
This American Life podcast - "Kid Logic" (up to 1:21, then 2:45 - 3:40)
Khan Academy and the Effectiveness of Science Videos (Play 1:38-6:20)
Kimmel Envelope Test 4/4/24 (10:08-14:30)
Common types of mental models used by students
Conceptual Models: These mental models represent students' understanding of abstract concepts and relationships within a particular subject area. For example, a student's conceptual model of the solar system might include the sun at the center with planets orbiting around it.
Analogical Models: Students often use analogies to relate new information to concepts they already understand. Analogical models help students make connections between familiar and unfamiliar concepts, facilitating comprehension. For instance, comparing the flow of electricity in a circuit to the flow of water in pipes.
Visual Models: Visual representations such as diagrams, charts, and graphs are frequently used by students to organize information and aid in understanding complex concepts. Visual models can enhance comprehension by providing spatial representations of abstract ideas.
Causal Models: Causal models depict cause-and-effect relationships between variables or events. Students use causal models to understand how changes in one factor can impact other related factors. For example, a student might construct a causal model to explain the factors influencing climate change.
Scripted Models: Scripted models represent sequences of actions or events that students anticipate will occur in a particular situation. These mental models help students predict and navigate social interactions, routines, and procedures. For instance, students may have a scripted model for ordering food at a restaurant.
Mathematical Models: In mathematics and related fields, students use mathematical models to represent real-world phenomena or abstract concepts using mathematical symbols and equations. Mathematical models help students analyze and solve problems in quantitative domains.
Misconceptions: Misconceptions are inaccurate or incomplete mental models that students may develop due to misconceptions or misunderstandings about a subject. These flawed mental models can hinder learning and must be addressed through targeted instruction and corrective feedback.
Hierarchical Models: Hierarchical models organize information in a hierarchical structure, with broader concepts at the top and more specific details at lower levels. Students use hierarchical models to organize and categorize information, facilitating understanding of complex systems or topics.