Abstract
It is widely accepted that mental representations (e.g., mental models and other internal cognitive structures) play a key role in the development of knowledge and expertise. This is especially true in problem-solving domains that involve many interacting components (e.g., complex dynamic systems). However, mental representations are not directly observable. In order to help improve understanding (knowledge and performance) in these domains, it is useful to have a good sense of how an individual is thinking about the problem situation. More specifically, understanding mental model development and formation can improve learning and instruction. Meaningful formative feedback often depends on the ability to identify faulty or incomplete or inappropriate internal representations of one or more aspects of the problem situation. In order to provide such feedback in a timely manner, it is necessary to have methods and tools that reliably reveal a learner’s relevant mental representations. Such methods and tools used to assess mental models are the primary focus in this volume. In this chapter, the focus is on the epistemological status of mental models and their analysis. The specific questions addressed herein are as follows: (a) What can we know about mental representations? (b) Can mental models be reliably assessed? and, (c) How useful are mental model measures in facilitating the development of knowledge and expertise? These are large questions that are not likely to have complete and definitive answers in the near future. The discussion in this chapter should be regarded only as a modest attempt to encourage further dialogue and investigation.
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Spector, J.M. (2010). Mental Representations and Their Analysis: An Epistemological Perspective. In: Ifenthaler, D., Pirnay-Dummer, P., Seel, N. (eds) Computer-Based Diagnostics and Systematic Analysis of Knowledge. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-5662-0_3
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