Flowing waters or teeming crowds: Mental models of electricity

By Dedre Gentner, D. Gentner. 1982

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Metrics for Explainable AI: Challenges and Prospects (2018, background): “There is a large body of research by experimental psychologists on mental models (e.g., Carroll, 1984; Gentner and Gentner, 1983; Greeno, 1977; Johnson-Laird, 1980, 1989; Kintsch, Miller & Poulson, 1974).”
Modelling, teachers' views on the nature of modelling, and implications for the education of modellers (2002, background): “Our earlier work (Justi and Gilbert, in press) suggested that many teachers in this sample had a less than satisfactory understanding of the nature of ‘model’ and implies that it should be the subject of in-service (or, better still, pre-service) education. The sample does seem at least aware of the”
When Collections of Creatives Become Creative Collectives: A Field Study of Problem Solving at Work (2006, background): “Our findings also extend individual notions of problem finding (Getzels 1975) and analogical reasoning (Gentner and Gentner 1983) to the mesolevel of analysis, by demonstrating how the process of reflective reframing happens during collective moments of interaction.”
Learning Physics in Context: A study of student learning about electricity and magnetism (2005, background): “The final task analysed was set in a class discussion of a paper on the use of analogies to learn about electric circuits (Gentner & Gentner, 1983 ).”
All other things being equal: acquisition and transfer of the control of variables strategy. (1999, background): “Extensive work has been done on the power of discovery learning in the acquisition of mental models, rules, and concepts (e.g., Gentner & Gentner, 1983 ).”
Learning and Transfer: A General Role for Analogical Encoding (2003, methodology): “The analogical encoding method that we describe differs from the standard use of analogy in learning, in which a learner acquires knowledge about a new target situation by invoking an analogy with a situation he or she already understands (e.g., a student may use her knowledge of water flow to under”