Mental Models in Conceptual Development

By Stella Vosniadou. 2002

137 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d47166918a342118566b7712e5f899342d3aa8dc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Vaughan Prain
2. L. McClary
3. Jessica J. Thompson
4. Stella Vosniadou
5. V. Talanquer
6. Russell Tytler
7. Stacey Lowery Bretz
8. Mark Windschitl

In Education

1. Stella Vosniadou
2. L. McClary
3. Jessica J. Thompson
4. Vaughan Prain
5. Stacey Lowery Bretz
6. Mark Windschitl
7. V. Talanquer
8. Irini Skopeliti

Citations in the corpus

• Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting (2006, unknown): “…the way they go about inducing change, they share two assumptions: (a) conceptions are located somewhere in the mind in the form of mental models (Vosniadou, 2002), p-prims (diSessa, 1993), cognitive elements (Niedderer & Schecker, 1992), or internal structure (Reiss & Tunnicliffe, 2001); and…”
• Drawing to reason and learn in science (2020, background): “…studies of students' conceptions as part of interviews exploring aspects of students' spatial and visual thinking (Osborne, Black, Meadows, & Smith, 1993; Sherin, Krakowski, & Lee, 2012; Vosniadou, 2002) or as part of class journals revealing coordination of ideas (Shepardson & Britsch, 2001).”
• Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry (2006, background): “Even mental models, because they can be explored extensively (run “in the mind’s eye” to generate predictions and explanations), have been shown to aid both children and adults in experimentation and theory revision (Gentner & Wolff, 2000; Vosniadou, 2002).”
• College chemistry students' mental models of acids and acid strength (2011, background): “Thus, the elicitation of a mental model requires making explicit the nature of those entities and their assumed qualitative relationships (Vosniadou, 2002).”
• Development and Assessment of A Diagnostic Tool to Identify Organic Chemistry Students’ Alternative Conceptions Related to Acid Strength (2012, background): “internal representations of real or imagined situations, objects, events, or processes which were constructed spontaneously or retrieved from long-term memory (Gentner, 2002; Vosniadou, 2002).”
• Modes of Knowing and Ways of Reasoning in Elementary Astronomy. (2004, background): “A mental model, is a situation-specific representation, and is constructed to help an individual reason in novel areas where the answer is not known and where there are no external models to be used as representational aids (Vosniadou, 2002).”
• What Teachers of Science Need to Know about Models: An overview (2011, background): “In the context of science education, the term ‘mental model’ is frequently used, denoting a form of mental representation that may preserve the structure of the thing it represents (Vosniadou, 2002).”