Research Methodologies in Science Education: Mental Models and Cognition in Education

Abstract

It is summer break and Angela is preparing her syllabus for a new introductory level geology course. She has decided to approach the course by laying the foundations for the Theory of Plate Tectonics, and then teaching about a variety of geologic processes from a plate tectonics perspective. While designing this new course, Angela has been reading about cognition and mental models, and has begun thinking about how her students will understand the geological processes that she is planning to cover. Angela wonders: "How can I ensure that my students are learning the Theory of Plate Tectonics as geologists understand it? How do I ensure that students don't adopt mental models to help explain plate tectonics that are actually incorrect and confounding rather than explanatory?"