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Students’ Mental Models in Physics Experiments

Author: ZhuYanQiu
Tutor: ZengPingFei
School: Guangxi Normal University
Course: Curriculum and Pedagogy
Keywords: Mental model Experience Forecast Icon
CLC: G444
Type: Master's thesis
Year: 2011
Downloads: 44
Quote: 0
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Abstract


In this study, the mental model theory, microwave popcorn experiments as a tool, the beginning of a 40 student interviews using semi-structured interviews, trying to understand the students in the experimental contexts students how to predict the experimental phenomena, as well as the students observed experimental phenomena that characterize the relationship between mental model predicted construct a mental model of the process characteristics and the way, as well as the reconstruction of mental models in the prediction of students based on the phenomenon of the experiment, and is similar to the students how to reflect distinct contexts, recognizing the reconstruction model. The evaluation of this research to develop methods based on the score of the examination and evaluation of the Ministry of Education project science open questions scheduled, the level of students' mental models are divided into: empirical observation (10), the interpretation of the rules (20), the theoretical system of three levels (30 ), for each level further subdivided to determine the ability levels of students to achieve mental model. The study found that the forecast - experiments help students construct mental models, the characterization of the mental model of the lower grades is based on experience, knowledge and experience combined to characterize the mental model showed better mental model forecast ability level: the level of 35%, the level of 52.5%, the level of 12.5%. Students experience model is very rich, mental models build experience, mostly derived from the experience of students predicted based on the mental model is very rich, when more students to face the phenomenon, the higher the level of mental model characterization . The performance of the boys and girls in the forecast is slightly different, girls do better than boys. Students' overall mental representation has greatly improved in the face of a complementary model, the difference between male and female students. Dissimilarity model is the face of students' cognitive conflict, but most do not have a qualitative change in the difference between male and female students. Mental model of the lower grades higher level of competence, but the conversion process is very difficult. On the way to change the mental model, students realized very different. Change the way include: give up their old mental models to increase constraint conditions; increased peripheral theory to explain different phenomena; a different merge the theoretical model simplification four ways. The efficiency of the model stage, appears the following: to ignore incompatible model, reject the incompatible model, re-explain incompatible model, peripheral theory change change, the original model. Mental model of students by the students of the experimental results is still very large, in the face of the supplementary model efficiency before and after the establishment of the correct mental model number is a multiple of the growth. Compared with the face of a complementary model, students are 64.9% of the students in the face of incompatible models using ignored dissimilar model refused to dissimilar model and shelving differences model can not be a good use of dissimilar model, but the differences between the The model played a good role to cause cognitive conflict. 35.1% of the students reached the level of theory of change or peripheral theory change, build a new model, better use of different experimental phenomena.

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