Mental models framework: children's conceptual understandings as coherent, theory-like structures constrained by presuppositions¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article adopts Vosniadou and colleagues' account in which "children represent scientific concepts in the form of theory-like structures that are internally coherent and empirically accurate," structures "constrained by the presuppositions and intuitions known as 'mental models.'" The study uses this framework to classify kindergartners' causal explanations of the day and night cycle into initial (naïve), synthetic, and scientific model categories via model identification methodology. Synthetic models are described as children's attempts to integrate scientific information with their naïve understandings.

Design Implications¶

Context¶

Requirements¶

• Interview responses and model-manipulation performance must be coded against hypothesized model indicators, as in the model identification methodology

Constraints¶

• The framework is applied in this study to children who have not yet received formal instruction on the day and night cycle

Target Learners¶

• kindergartners (ages 60-75 months)

Target Learning Objectives¶

• causal understanding of the day and night cycle

Claims¶

• Kindergartners Majority Naive Day Night Models [+M]
• Few Kindergartners Synthetic Scientific Models [+M]

Related Theories¶

• Knowledge in Pieces — the contrasting view, that intuitive ideas are many context-cued elements rather than coherent models

Examples¶

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Key Sources¶

• Saçkes, M. (2015). Kindergartners' Mental Models of the Day and Night Cycle: Implications for Instructional Practices in Early Childhood Classrooms. Educational Sciences: Theory & Practice, 15(4), 997-1006. https://doi.org/10.12738/estp.2015.4.2741