Dissertations / Theses on the topic 'Mental models'
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Borges, A. Tarisco. "Mental models of electromagnetism." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342567.
Full textBanks, Adrian P. "Mental models in groups." Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/803/.
Full textFleischman, Joyce D. "Mental models for time displayed tasks." Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/23301.
Full textBristol, Nikki. "Shared mental models : conceptualisation & measurement." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417084.
Full textChen, Ge (Ge Jackie). "Visualizations for mental health topic models." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91306.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
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Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 53-54).
Crisis Text Line supports people with mental health issues through texting. Unfortunately, support is limited by the number of counselors and the time each counselor has for clients, as well as the cognitive load on counselors from managing multiple conversations simultaneously. We conducted a contextual inquiry with crisis counselors to find contributing problems in their work flow. We believe topic modeling can provide automatic summaries of conversation text to augment note-taking and transcript-reading. Four simple and familiar visualizations were developed to present the model data: 1) a list of conversation topics, 2) a donut chart of topic percentages, 3) a line chart of topic trends, and 4) a scatter plot of specific topic points in the text. Our hypothesis is that these visualizations will help counselors spend more time on clients without overloading the counselors. The visualizations were evaluated through a user study to determine their effectiveness against a control interface.
by Ge (Jackie) Chen.
M. Eng.
Cone, Cynthia Jane. "Mental models and community college leadership." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037011.
Full textColl, Richard K. "Learners' mental models of chemical bonding." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/253.
Full textColl, Richard K. "Learners' mental models of chemical bonding." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10124.
Full textmodels.Learners' mental models were elicited by the use of a three phase semi-structured interview protocol for each of the three target systems based on the translation interface developed by Johnson and Gott (1996). The protocol consisted of showing participants samples of common substances and asking them to describe the bonding in these materials. In addition, participants were shown Interviews About Events (IAE), focus cards which depicted events involving chemical bonding or contained depicted models of bonding for the three target systems. Transcriptions of audio-tapes combined with diagrams produced by the participants formed the data corpus for the inquiry. Learners' mental models were compiled into inventories for each of the target systems. Examination of inventories enabled identification of commonality of views which were validated by four instructors-two instructors from the teaching institutions involved in the inquiry, and two instructors independent of the inquiry.The research reported in this thesis revealed that learners across all three academic levels preferred simple or realist mental models for chemical bonding, such as the sea of electrons model and the octet rule. Learners frequently used concepts from other more sophisticated models to aid their explanations when their preferred mental models were found to be inadequate. Senior level learners were more critical of mental models, particularly depicted models provided on IAE focus cards. Furthermore, senior level learners were able to describe their mental models in greater detail than their younger counterparts. However, the inquiry found considerable commonality across all three levels of learner, suggesting mental models are relatively stable.Learners' use of analogy was classified according to Dagher's (1995a) typology, namely, simple, narrative, peripheral and compound. Learners' use of ++
analogy for the understanding of chemical bonding was found to be idiosyncratic. When they struggled to explain aspects of their mental models for chemical bonding, learners made extensive use of simple analogy, that typically involved the mapping of a single attribute between the target and source domains. There did not appear to be any correlation between academic ability or academic level and use of analogy. However, learners made greater use of compound analogy for the target systems of metallic and ionic bonding, mostly as a result of the use of analogical models during instruction.This inquiry revealed prevalent alternative conceptions for chemical bonding across all three academic levels of learner. This is a somewhat surprising result considering that the mental models preferred by learners were typically simple, realist models they had encountered during instruction. Learners' alternative conceptions often concerned simple conceptions such as ionic size, the presence of charged species in non- polar molecular compounds, and misunderstandings about the strength of bonding in metals and ionic substances. The inquiry also revealed widespread confusion about intermolecular and intramolecular bonding, and the nature of lattices structures for ionic and metallic substances.The inquiry resulted in a number of recommendations. It is proposed that it may be more beneficial to teach less content at the introductory level, that is, delivering a curriculum that is more appropriate for non-specialist chemistry majors. Hence, one recommendation is for instructors to examine the intended curriculum carefully and be more critical regarding the value of inclusion of some course content. A second recommendation is that sophisticated models of chemical bonding are better taught only at advanced stages of the degree program, and that teaching from a contructivist view of ++
learning may be beneficial. The third recommendation relates to the fact that learners spontaneously generated analogies to aid their explanations and conceptual understanding, consequently, learners may benefit from greater use of analogy during instruction.
Bernotat, Anke, Jürgen Bertling, Christiane English, and Judith Schanz. "Designing a Sustainable Future with Mental Models." Technische Universität Dresden, 2016. https://tud.qucosa.de/id/qucosa%3A29257.
Full textWolfe, Alex Forrest. "Mental Models of Computer Security Among Adolescents." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619032044319319.
Full textBernotat, Anke, Jürgen Bertling, Christiane English, and Judith Schanz. "Designing a Sustainable Future with Mental Models." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-223747.
Full textDerosa, Donald. "Mental models as indicators of scientific thinking." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33453.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
One goal of science education reform is student attainment of scientific literacy. Therefore, it is imperative for science educators to identify its salient elements. A dimension of scientific literacy that warrants careful consideration is scientific thinking and effective ways to foster scientific thinking among students. This study examined the use of mental models as evidence of scientific thinking in the context of two instructional approaches, transmissional and constructivist. Types of mental models, frequency of explanative information, and scores on problem solving transfer questions were measured and compared among subjects in each instructional context. METHODS: Subjects consisted of sophomore biology students enrolled in general biology courses at three public high schools. The Group Assessment of Logical Thinking instrument was used to identify two equivalent groups with anN of 65. Each group was taught the molecular basis of sickle cell anemia and the principles of hemoglobin gel electrophoresis using one of the two instructional approaches at their schools during five instructional periods over the course of one week. Laboratory equipment and materials were provided by Boston University School of Medicine's MobileLab program. Following the instructional periods, each subject was asked to think aloud while responding to four problem solving transfer questions. Each response was audiotaped and videotaped. The interviews were transcribed and coded to identify types of mental models and explanative information. Subjects' answers to the problem solving transfer questions were scored using a rubric. RESULTS: Students taught in a constructivist context tended to use more complete mental models than students taught in a transmissional context. Fifty two percent of constructivist subjects and forty four percent of transmissional subjects demonstrated evidence of relevant mental models. Overall fifty two percent of the subjects expressed naive mental models with respect to content. There was no significant difference in the frequency of explanative information expressed by either group. Both groups scored poorly on the problem solving transfer problems. The average score for the constructivist group was 30% and the average score for the transmissional group was 34%. A significant correlation was found between the frequency of explanative information and scores on the problem-solving transfer questions, r = 0.766. CONCLUSION: The subjects exhibited difficulty in formulating and applying mental models to effectively answer problem solving transfer questions regardless of the context in which the subjects were taught. The results call into question the extent to which students have been taught to use mental models and more generally, the extent to which their prior academic experience has encouraged them to develop an awareness of scientific thinking skills. Implications of the study suggest further consideration of mental modeling in science education reform and the deliberate integration of an awareness of scientific thinking skills in the development of science curricula.
2031-01-01
Zoogah, David Baniyelme. "Alliance mental models and strategic alliance team effectiveness." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148569488.
Full textKolkman, Marinus Johannes. "Controversies in water management frames and mental models /." Enschede : University of Twente [Host], 2005. http://doc.utwente.nl/50840.
Full textHarris, Claire. "Exploring mental models of emotional experience at work." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251777.
Full textZeb, Irfan, and Shah Fahad. "The Concept of Mental Models in Co Design." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16765.
Full textProgram: Magisterutbildning i informatik
Stetzer, Michael W. Jr. "Shared mental models' impact on the onboarding process." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34553.
Full textDepartment of Psychological Sciences
Patrick A. Knight
The present study examined onboarding information acquisition and the mediated impact of shared mental model on newcomers' organizational commitment, job satisfaction, and intentions to quit. Onboarding is the initial stage of the socialization process that provides information pertinent to facilitating newcomers' transition into the organization. Previous research stated that a dearth in the socialization literature existed pertaining to intra-individual cognitive mediators. As a result, the present study identified and evaluated the variable, shared mental model, as an underlying mechanism through which information acquisition operated within the onboarding process. The study postulated that newcomers actively evaluated for perceived congruency their own mental models with those espoused by the organization with these perceptions influencing individual organizational commitment, job satisfaction, and intentions to quit. Data were collected via Qualtrics from 305 full-time employees who were experiencing onboarding at the time of study. Participants completed a series of scales relevant to newcomer information seeking behavior, clarity of job role and work processes, and specific organizational outcomes (e.g., organizational commitment, job satisfaction, and intentions to quit) through an online data collection hub. A confirmatory factor analysis supported the factor structures for each of the latent variables (the antecedent, mediator, three socialization outcomes) evaluated in the present study. The proposed mediated socialization process was then examined by way of structural equation modeling. Results showed that shared mental models did mediate the relationships between newcomer employee behaviors and specific socialization outcomes. Furthermore, relationships between the antecedent, newcomer employee behaviors, and two of the socialization consequences, organizational commitment and job satisfaction, appeared to be fully mediated by the presence of shared mental models in the analysis (the intentions to quit relationship was partially mediated). Practical and theoretical implications, in addition to limitations and recommendations of the research are discussed.
Zoogah, Baniyelme David. "Alliance mental models and strategic alliance team effectiveness." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148569488.
Full textErnst, Agnes Stefanie. "Molecular analysis of preclinical models for mental and metabolic disorders." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610813.
Full textChurchill, Elizabeth F. "Models of models : cognitive, computational and empirical investigations of learning a device." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321549.
Full textWunderle, Marcus S. "Investigating in-service educators' and undergraduates' mental tectonic models." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1172000546.
Full textRevell, Kirsten Magrethe Anita. "Mental models : understanding domestic energy systems and user behaviour." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/386139/.
Full textAnderegg, Jonathan James. "The Influence of Visual Formal Features on Mental Models." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312222237.
Full textFebronio, Eduardo Miguel. "Políticas de saúde mental no município de Ribeirão Preto, SP." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/17/17139/tde-11032009-172638/.
Full textThe study had as its goals describe the public health policies specifically in the mental health area in the city of Ribeirão Preto SP. For this, two different data gathering stages were performed. The first one was constituted in a field job performed within the Secretaria Municipal de Saúde intending to obtain data about normative instruments, budging, operational logistics and administrative questions. In the second stage interviews were performed with different actors that work in the public heath system, contemplating professionals that work in the Basic Care and Family Health System, specialized ambulatories, CAPS (Centros de Atenção Psicossocial), urgency unity, and psychiatric hospital comprehending the different health complexity levels that concern the patients with mental problems. The analysis of the content of these interviews was based in the method described by Bardin (1995). As results, were obtained throughout the dialogue established between these different visions, besides a complete description of the mental health system, different opinions about problems, qualities, and path possibilities to Ribeirão Pretos public mental health system.
Tong, Yuk-yue. "Lay models of personality : assessment and implications /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702274.
Full textJuhos, Csongor. "Modulação de condicionais e modelos mentais." Doctoral thesis, Universidade Nova de Lisboa : Instituto Superior de Psicologia Aplicada, 2009. http://hdl.handle.net/10400.12/1106.
Full textCom o presente programa de investigação intentamos contribuir para o debate teórico que se tem instalado em redor do raciocínio com afirmações condicionais na forma ‘se , então q’. Apesar de o raciocínio a partir de afirmações condicionais, ou simplesmente de condicionais, parecer intuitivo e fazer parte do nosso quotidiano desde tenra idade, a sua explicação sistemática provou ser um complexo desafio teórico. As origens do estudo do raciocínio condicional enraízam-se na lógica proposicional. Nesta disciplina, a relação entre duas proposições, ‘p’ e ‘q’ expressa pela forma ‘se…, então…’, corresponde invariavelmente à implicação material (Prior, 1990). Devido à manifesta inflexibilidade deste sistema interpretativo, a abordagem oferecida pela lógica mostra-se insuficiente para dar conta da pluralidade dos significados que o ‘se’ assume na linguagem natural. A dificuldade de lidar com a natureza camaleónica das condicionais do quotidiano não é exclusiva da lógica proposicional. Após aproximadamente meio século de investigação psicológica, um dos poucos consensos que existem na literatura do raciocínio condicional é a ideia de que se trata de um assunto controverso. O estado de arte é marcado pela proliferação de explicações teóricas destinadas a capturar o sentido do conectivo condicional (e.g., Braine & O'Brien, 1998; Cheng & Holyoak, 1985; Cosmides, 1989; Evans, 2007; Evans, Handley, & Over, 2003; Johnson-Laird, 2008c; Johnson-Laird & Byrne, 2002; Rips, 1983). Entre as diversas abordagens destaca-se a extensão da teoria dos modelos mentais às condicionais. A principal vantagem desta abordagem consiste em ser incorporada numa teoria que se aplica a uma vasta diversidade de tipos de raciocínio. A teoria, com base num número restrito de princípio psicológicos, oferece uma explicação da competência dedutiva, dos desvios do quadro normativo da lógica e da influência de factores semânticos e pragmáticos sobre o raciocínio com condicionais (Johnson-Laird, 2006, 2008c; Johnson-Laird & Byrne, 1991, 2002; Johnson-Laird, Byrne, & Schaeken, 1992). Johnson-Laird e Byrne (2002; Johnson-Laird, 2006, 2008) resolvem a problemática das condicionais propondo uma interacção entre um significado nuclear abstracto subjacente à forma condicional e um mecanismo de modulação que, em função do significado das orações, das suas ligações co-referenciais e em função dos conhecimentos activados, pode transformar o significado nuclear num número indefinido de interpretações diferentes. Esta hipótese sobre a componente interpretativa do raciocínio, que a partir daqui será referida como a hipótese de modulação, até à data não foi devidamente avaliada em termos empíricos. Com o presente programa de investigação pretendemos colmatar esta lacuna. Adicionalmente, estendemos a hipótese de modulação à componente inferencial do raciocínio e examinamos as suas implicações sobre o raciocínio com afirmações condicionais indicativas e deônticas. O nosso objectivo final era traçar um quadro explicativo com suporte empírico sólido que contribuísse para a resolução do enigma das condicionais quer ao nível interpretativo, quer ao nível inferencial. À luz deste objectivo realizámos um programa de investigação composto por quatro experiências. Os resultados destas experiências demonstram que (1) o significado das orações de condicionais indicativas e deônticas modula a forma como as pessoas interpretam a relação condicional entre elas; (2) os conhecimentos sobre o tipo de conteúdo de condicionais (factual, deôntico) modula a representação mental subjacente à interpretação da relação condicional; (3) a modulação semântica do significado e a modulação pragmática dos conhecimentos sobre o tipo do conteúdo têm um impacto poderoso e previsível sobre o desempenho inferencial com condicionais, quer em situações em que as inferências são realizadas em tempo ilimitado, quer em situações em que o tempo disponível é limitado. A integração dos resultados corrobora a ideia de que as pessoas ao compreenderem uma relação condicional pensam sobre um conjunto de possibilidades. A composição deste conjunto depende do significado das orações e a sua representação mental é influenciada pelos conhecimentos sobre o tipo do conteúdo. Estas evidências corroboram a hipótese de modulação proposta no âmbito da teoria dos modelos mentais e, juntamente com os resultados nas tarefas, permitem avançar com refinamentos da actual teoria dos modelos mentais.
Vorster, Lize. "Shared mental models as a cultural phenomenon : fact or fiction? Using the card-sorting method to investigate the shared mental models of web users." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1049.
Full textENGLISH ABSTRACT: In this study, the mental models of the target audience of the FACT web site (official Stellenbosch University HIV/Aids web site) were investigated and compared with the structure of the web site (representing the mental model of the expert). The target audience were divided into six groups representing three different race groups (white, coloured and black) and the two sexes (male and female).
Sperling, Brian Keith. "Information Sharing Strategies To Improve Team Mental Models In Complex Systems." Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/6975.
Full textDurst, Adrienne. "Art therapy : three models of community-based mental health facilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/MQ43686.pdf.
Full textParkin, Jennifer. "Memory for spatial mental models : examining the precision of recall." Thesis, Loughborough University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415926.
Full textVaikakul, Savalai 1976. "Examining pervasive technology practices in schools : a mental models approach." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/32501.
Full textIncludes bibliographical references.
Studies of computers and education have failed to account for the relevance and importance of tacit assumptions and unquestioned expectations that underlie educational technology practices. A major premise of this dissertation is that it is these taken-for-granted interpretations of technology that most significantly influence how technology is used in the sphere of education. It is thus analytically useful to examine technology use in education by investigating the assumptions on which currently pervasive educational technology practices are built. I employ the concept of "mental models" to study current educational technology practices. An examination of the literature revealed key elements of the prevailing mental model of technology in education, which I call the mental model of computers as information technology and multimedia machines. In this mental model, computer technology is viewed as a means to provide students and teachers with Internet connectivity and access to extensive, up-to-date information. The computer's multimedia authoring capacity can then be utilized to synthesize the wealth of information culled from Internet sources into presentations with integrated text, graphics, sound, and video. I investigated how this mental model organizes thinking about technology use and education within a large-scale initiative to implement one-to-one computing in public schools, the Maine Learning Technology Initiative (MLTI) The MLTI study highlights the pervasive influence and inherent inertia of an entrenched mental model.
(cont.) When users of technology draw upon a well- established and widely-shared mental model to drive their actions around technology, they will likely develop the tendency to view the particular mental model as the way technology is supposed to be used. Their technology experience and pattern of use, guided by the existing mental model, in turn reinforce the community's established mental model of technology use, institutionalizing a set of technology practices and routines. An entrenched mental model can have pervasive influence in limiting individual and collective capacities to pursue possibilities outside of the established approach, or to recognize the need for such pursuit. This was observed during the first years of the MLTI, and is happening on a larger scale in the education system as more and more computers become available in classrooms.
Savalai Vaikakul.
Ph.D.
Inder, R. "The computer simulation of syllogism solving using restricted mental models." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/18981.
Full textRitchie-Dunham, James Loomis. "Balanced scorecards, mental models, and organizational performance : a simulation experiment /." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3082891.
Full textBaguley, Thomas Simon. "The representation of spatial mental models in long-term memory." Thesis, Open University, 1994. http://oro.open.ac.uk/57430/.
Full textOng, Hui Shan Rebecca. "The dimensions of mental models created by a listener's mind." Thesis, Ong Hui Shan, Rebecca (2012) The dimensions of mental models created by a listener's mind. Honours thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/11118/.
Full text湯旭瑜 and Yuk-yue Tong. "Lay models of personality: assessment and implications." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3124368X.
Full textGygax, Pascal Mark. "The representation of characters responses : do readers infer specific emotions." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250184.
Full textChittleborough, Gail. "The Role of Teaching Models and Chemical Representations in Developing Students' Mental Models of Chemical Phenomena." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/763.
Full textChittleborough, Gail Diane. "The Role of Teaching Models and Chemical Representations in Developing Students' Mental Models of Chemical Phenomena." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15381.
Full textThe relationship between the three levels of chemical representation of matter - the macroscopic level, the sub-microscopic level and the symbolic level - revealed some complexities concerning the representational and theoretical qualities and the reality of each level. The research data showed that generally most students had a good understanding of the macroscopic and symbolic levels of chemical representation of matter. However, students’ understanding of the sub-microscopic level varied, with some students being able to spontaneously envisage the sub- microscopic view while for others their understanding of the sub-microscopic level of chemical representation was lacking. To make sense of the sub-microscopic level, students’ appreciation of the accuracy and detail of any scientific model, or representation upon which their mental model is built, depended on them being able to distinguish reality from representation, distinguish reality from theory, know what a representation is, understand the role of a representation in the process of science, and understand the role of a theory in the process of science. In considering learning, the importance of an individual’s modelling ability was examined alongside the role of chemical representations and models in providing clear and concise explanations. Examining the links forged between the three levels of chemical representation of matter provided an insight into how students were learning and understanding chemical concepts. Throughout this research, aspects of students’ metacognition and intention were identified as being closely related to their development of mental models.
The research identified numerous factors that influenced learning, including internal factors such as students’ prior chemical and mathematical knowledge, their modelling ability and use of chemical representations, motivation, metacognitive ability and time management as well as external factors such as organisation, assessment, teaching resources, getting feedback and good explanations. The choice of learning strategies by students and instructors appeared to be influenced by those factors that influenced learning. Feedback to students, in the form of discussion with classmates, online quizzes and help from instructors on their understanding was observed to be significant in promoting the learning process. Many first year university non-major chemistry students had difficulties understanding chemical concepts due to a limited background knowledge in chemistry and mathematics. Accordingly, greater emphasis at the macroscopic level of representation of matter with contextual references is recommended. The research results confirmed the theoretical construct for learning chemistry - the rising iceberg - that suggests all chemistry teaching begins at the macroscopic level, with the sub-microscopic and symbolic levels being introduced as needed. More of the iceberg becomes visible as the students’ mental model and depth of understanding increases. In a variety of situations, the changing status of a concept was observed as students’ understanding in terms of the intelligibility, plausibility and fruitfulness of a concept developed.
The research data supported four aspects of learning - epistemological, ontological, social affective and metacognitive - as being significant in the students’ learning and the development of their mental models. Many university students, who are mature and are experienced learners, exhibited strong rnetacognitive awareness and an intentional approach to learning. It is proposed that the intentional and metacognitive learning approaches and strategies could be used to encourage students to be more responsible for their own learning.
Staderman, William P. "Communicating expertise in system operation and fault diagnosis to non-experts." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27468.
Full textPh. D.
Weidenfeld, Andrea. "Interpretation of and reasoning with conditionals probabilities, mental models, and causality /." Phd thesis, [S.l. : s.n.], 2003. http://deposit.ddb.de/cgi-bin/dokserv?idn=975653652.
Full textWittchen, Hans-Ulrich, Katja Beesdo, and Andrew T. Gloster. "The Position of Anxiety Disorders in Structural Models of Mental Disorders." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-112646.
Full textMamessier, Sebastien. "A computational approach to situation awareness and mental models in aviation." Thesis, Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49119.
Full textMa, Linxiao. "Investigating and improving novice programmers’ mental models of programming concepts." Thesis, University of Strathclyde, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444415.
Full textKirschner, Michael J. (Michael Joseph). "Visual programming in three dimensions : visual representations of computational mental models." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99246.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 93-97).
Code is a tool to express logic, method, and function. It has form and is intended to be read by humans. One of the goals of this work is to improve the readability and expression of complex interactions in code. The current visual programming environments that see the most use inside, and outside of Architecture present computation in specific terms. I believe these limits hinder the computational designer or novice programmer from learning other mental models of computation, which will come up as they explore further. This thesis proposes that by relating code to landscape or a building in space, code will both create and inhabit space. To enhance the designer's memory of their program the visual opportunities that visual programming afford will be used to relate uniquely visualized moments in the visual program at a loci in the programming environment. A 3-D visual programming language that can represent code in space, will be able to express the complex abstractions that define computational thinking more intuitively than existing tools, by making them memorable in space.
by Michael J. Kirschner.
S.M.
Page-Shipp, R., and Niekerk C. Van. "Mental models in the learning and teaching of music theory concepts." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/637.
Full textA retired physicist attempting to master elements of music theory in a short time found the Mental Model of the keyboard layout invaluable in overcoming some of the related learning challenges and this has been followed up in collaboration with a professor of Music Education. Possible cognitive mechanisms for his response are discussed and it is concluded that his engrained learning habits, which emphasise models as found in physics, are potentially of wider applicability. A survey of the use of Mental Models among competent young musicians indicated that although various models are widely used, this is largely subconscious. The practical question of whether exposure of students to the keyboard would assist them in mastering music theory remains unresolved.
Wittchen, Hans-Ulrich, Katja Beesdo, and Andrew T. Gloster. "The Position of Anxiety Disorders in Structural Models of Mental Disorders." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A26858.
Full textWilliams, David Martyn Lewis. "Supporting multimedia user interface design using mental models and representational expressiveness." Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/25115.
Full textBorg, Marks Joan. "Understanding key concepts of electric circuits : students' use of mental models." Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/3938/.
Full textHipwell, Michele. "Models of health enhancing and illness provoking factors in mental health." Thesis, Queen Margaret University, 2005. https://eresearch.qmu.ac.uk/handle/20.500.12289/7351.
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