Mental models, conceptual models, and modelling

By I. Greca, M. A. Moreira. 2000

565 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/de02d2829a9d57a8eefcac8edf09ce3727562f00

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The role of models/and analogies in science education: implications from research (2005, background): “Research evidence indicates that models, metaphors and analogies are already widely used as metacognitive tools in science teaching (Duit 1991, Franco et al. 1999, Greca and Moreira 2000, Harrison and Treagust 1996).”
Learners' mental models of metallic bonding: A cross‐age study (2003, result): “…which, from their perspective, seem to be consistent with the task confronted—such models produce explanations that are sometimes at consistent with, and sometimes at variance with the scientific explanation or view (Clough & Driver, 1986; Greca & Moreira, 2000; Palmer, 1999; Shipstone, 1985).”
Seventh grade students' mental models of the greenhouse effect (2011, background): “…part of learning science is to facilitate students reflecting on their existing mental models and to build conceptual models (Glynn and Duit 1995; Greca and Moreira 2000; Libarkin, Beilfuss, and Kurdziel 2003) by modifying or restructuring existing cognitive structures (Mintzes, Wandersee, and…”
Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science (2002, background): “…(e.g. Cosgrove and Schaverien 1997, Gilbert 1997, Gilbert and Boulter 1997, Erduran 1998, Gilbert et al. 1998, Spitulnik and Krajcik 1998, Greca and Moreira 2000, Harrison and Treagust 2000, Justi and Gilbert, in press), in order (i) to learn science, students should come to know major…”
Modelling, teachers' views on the nature of modelling, and implications for the education of modellers (2002, background): “…in the accreditation and dissemination of the outcomes of scientific enquiry (Justi and Gilbert, in press); and (3) to learn how to do science, students should be able to create, express and test their own models (Greca and Moreira 2000, Harrison and Treagust 2000, Justi and Gilbert, in press).”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “Integrating the functional and causal relationships of a complex dynamic system like global climate, electron transport, or plate tectonics requires the production of a quality mental model (Greca & Moreira, 2000).”
Students' mental models of the environment† (2007, background): “Learning science, in part, requires students to reflect on their existing mental models and to build conceptual models (Glynn & Duit, 1995; Greca & Moreira, 2000; Libarkin, Beilfuss, & Kurdziel, 2003); it involves the modification or restructuring of existing cognitive structures (Mintzes,…”
Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry (2010, background): “…learning with molecular level representations, students construct mental models based on their observations that are personal, qualitative, and often incomplete, because they often do not understand the underlying concepts that the model represents (Greca and Moreira 2000; Kelly and Jones 2007).”