Functional Modeling Supports System Representation

Abstract

Abstract Understanding how engineers formulate and evolve mental models holds the potential to inform the development of materials that benefit systems thinking. A first step toward realizing this benefit is measuring and assessing change in mental models following educational interventions. In this work, engineering students’ mental models are elicited from common household products before and after learning functional modeling and are compared to the mental models of students who do not learn functional modeling. Results show statistically significant improvements in mental model representations on two of the three given systems after the functional modeling intervention, whereas no significant differences were found for students who did not learn function. Furthermore, results show statistical improvements in the identification of system components common to three systems and higher mental model scores for participants with prior experience disassembling the product. Taken together, these results suggest that functional modeling likely supports the ability to communicate knowledge, retrieve knowledge, and/or interpret existing mental models of engineered systems providing a foundation for systems understanding and communication. As we improve our understanding of how students form, change, and communicate their mental models of engineered systems, educators can shape curricula to facilitate the skills necessary for the comprehensive systems understanding that is important for professional engineers and designers.