Abstract
Mental model is a term that has been discussed in three contexts: (1) how mental models are understood in cognitive psychology, (2) how learners learn in science subjects, and (3) how people solve practical problems. Since mental models have been discussed in different contexts, this paper aims to conduct an integrative literature review that analyzes the materials published on mental models and their relevance for engineering education. The outcome of the review is a conceptual framework of mental models for engineering education with two highlights. First, mental models can help characterize learners’ (mis-)understanding of scientific concepts and technical systems. Second, mental models are of practical use when learners are engaged in some problem-solving tasks. In turn, mental models have a potential to support deep learning and project-based learning.
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