Mental Model and Conceptual Change

keywords: Mental model, cognitive structure, cognitive flexibility, new information, assimilation, accomodation

Lakatos (1970) distinguished between two types of propositions within students’ conceptual frameworks. Hard core propositions cannot be altered without rebuilding the large sections of conceptual framework, but protective belt propositions can be altered while preserving the key meaning in the existing conceptual framework.

Brewer (1993) suggested there are seven basic responses a student can assume when entertaining new information including: ignore the data, reject the data, exclude the data from the domain of theory A, hold the data in abeyance, reinterpret the data while retaining theory A, reinterpret the data and make peripheral changes to theory A, or accept the data and change theory A, possible to theory B. (p.73)

Chinn and Brewer (1993) proposed three factors that interact to determine how students respond to new information: students’ prior knowledge, if students believe the new information is credible, and the processing strategies students use as they engage the new information...(p. 73) Cooper and Croyle (1984) suggested conceptual change is more likely when students process new information deeply. (p. 76)

Source:
VISUALIZING UNDERSTANDINGS ONLINE: NONTRADITIONAL PHARMACY STUDENTS’ EXPERIENCES WITH CONCEPT MAPPING
DISSERTATION
By Cable Thomas Green, M.P.C., The Ohio State University, 2003

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