Skip to main content

Mental models are designed in individually meaningful problem situations, and are specific phenomena that enable individuals to develop new knowledge. With regard to external phenomena, mental models show internally a subjective plausibility and externally an explanation value for the reality. Knowl edge diagnostics of mental models, that is standardized and simultaneously, allow content related statements, only recently beginning to be done. The newly develop ed and standardized Test for Causal Models (TCM) as a combination of structure formation techniques and causal diagrams appears to be a workable structure discovering method in the context of an extensive empirical test of validity. Generally with regard to content the complexity measure had a higher validity than the formal one. Nearly diminution-free qualitative and quantitative data analyses and evaluations become feasible in connection with content structuring and lattice analysis. So the problem of the structure isomorphism arising in structure formation techniques is overcome, and comparisons as well as data based typifying of the studied dependent changes, become possible for intra- and inter-individual comparisons. The subjective plausibility content is examined in detail. The meaning of measuring – validity– dilemma with regard to an individually centred data elevation and with low information losses connected with data inquiry is dis cussed. A perspective for further research is given.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 16.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Al-Diban, S. (2002). Diagnose mentaler Modelle. Hamburg: Kovac.

    Google Scholar 

  • Birkhoff, G. (1973). Lattice theory. 3th ed. American Mathematic Society Coll. Publ. 25: Providence, R.I.

    Google Scholar 

  • Caravita, S. (2001) A re-framed conceptual change theory? Learning and Instruction 11, 421- 429.

    Article  Google Scholar 

  • Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive Apprenticeship. Teaching the crafts of reading, writing and mathematics. In L.B. Resnick (Ed.), Knowing, learning and instruction (pp. 453-494). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Funke, J. (1990). Systemmerkmale als Determinanten des Umgangs mit dynamischen Systemen. Sprache & Kognition, 9(3), 143-153.

    Google Scholar 

  • Funke, J. (1992). Wissen über dynamische Systeme: Erwerb, Repräsentation und Anwendung. Heidelberg: Springer.

    Google Scholar 

  • Ganter, B., & Wille, R. (1996). Formale Begriffsanalyse. Mathematische Grundlagen. Berlin: Springer.

    Google Scholar 

  • Greeno, J.G. (1989). Situations, mental models and generative knowledge. In D. Klahr, & K. Kotovsky (Eds.) Complex information processing (pp. 285-318). Hillsdale, NJ.: Lawrence Erlbaum.

    Google Scholar 

  • Hacker, W., Sachse, P., & Schroda, F. (1998). Design thinking-possible ways to successful solutions in product development. In H. Birkhofer, P. Badke-Schaub & E. Frankenberger (Eds.) Designer - the key to successful Product Development. London: Springer.

    Google Scholar 

  • Lazarsfeld, P.F., & Barton, A.H. (1955). Das Verhältnis von theoretischer und empirischer Analyse im Rahmen qualitativer Sozialforschung. In Ch. Hopf, & E. Weingarten (Eds.), Qualitative Sozialforschung. Stuttgart: Klett.

    Google Scholar 

  • Mayring, P. (1997). Qualitative Inhaltsanalyse-Grundlagen und Techniken (Vol. 6). Weinheim. Beltz: Deutscher Studien Verlag.

    Google Scholar 

  • Nägler, G., & Stopp, F. (1996). Graphen und ihre Anwendungen. Mathematik für Ingenieure und Naturwissenschaftler. Stuttgart: B.G. Teubner.

    Google Scholar 

  • Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principles teaching strategy. Instructional Science, 11, 183-200.

    Article  Google Scholar 

  • Reynolds, R.E., Sinatra, G.M., & Jetton, T.L. (1996). Views of knowledge acquisition and representation: A continuum from experience centered to mind centered. Educational Psychologist, 31(2), 93-104.

    Article  Google Scholar 

  • Rost, J. (1996). Lehrbuch Testtheorie Testkonstruktion. Bern: Huber.

    Google Scholar 

  • Scheele, B., & Groeben, N. (1988). Dialog-Konsens-Methoden zur Rekonstruktion subjektiver Theorien. Die Heidelberger Struktur-Lege-Technik (SLT), konsensuale Ziel-Mittel-Argumentation und kommunikative Flussdiagramm-Beschreibung von Handlungen. Tübingen: Francke Verlag.

    Google Scholar 

  • Seel, N. M. (1991). Weltwissen und mentale Modelle. Göttingen: Hogrefe Verlag.

    Google Scholar 

  • Seel, N. M. (2003). Model-centered learning and instruction. Technology, Instruction, Cognition and Learning, 1(1), 59-85.

    Google Scholar 

  • Seel, N.M., Al-Diban, S., & Blumschein, P. (2000). Mental models and instructional planning. In J.M. Spector, & T.M. Anderson (Eds.), Integrated and holistic perspectives on learning, instruction and technology: Understanding complexity (pp. 129-158). Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Seel, N.M., Ifenthaler, D., & Pirnay-Dummer, P. (2007, i.p.). Mental models and problem solving: Technological solutions for measurement and assessment of the development of expertise. In J. Strobel, D. Jonassen, & W. Hung (Eds.) Learning by modelling systems. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Stark, R. (2003). Conceptual Change - kognitiv oder situiert? Zeitschrift für Pädagogische Psychologie, 17(2), 133 - 144.

    Article  Google Scholar 

  • Thagard, P. (1989). Explanatory coherence. Behavioural and Brain Sciences, 12, 435-502.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2008 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Al-Diban, S. (2008). Progress in the Diagnostics of Mental Models. In: Ifenthaler, D., Pirnay-Dummer, P., Spector, J.M. (eds) Understanding Models for Learning and Instruction. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-76898-4_5

Download citation

Publish with us

Policies and ethics