Drawing an Atomic Model: Students' Mental Model Development in Modelling-based Learning

Song Xue; Chin-Fei Huang; JingLu Zhang

Drawing an Atomic Model: Students' Mental Model Development in Modelling-based Learning

Song Xue (Lead / Corresponding author)
, Chin-Fei Huang
, JingLu Zhang

Research output: Contribution to conference › Paper › peer-review

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Abstract

The drawing of models is important for learners and scientists alike, such as explicating the mental model development when leaning unobservable concepts. The purpose of this study was based on students’ drawing to observe how modelling-based instruction affects students’ mental model development while learning the atomic structure. 137 tenth graders participated and were randomly assigned to two groups. One group (n=68) was engaged in the modelling-based instruction (MBI) and the other group (n=69) without MBI. Students’ drawings analysis from two groups was carried out on three modelling phases: generating models (GM), evaluating models (EM) and modifying models (MM). Based on a pre-posttest experimental design, the results show: (1) After participation in MBI, modelling group outperformed in GM than students in non-MBI but no difference in other phases. (2) Student illustrations of atomic models revealed their difficulties in understanding atomic concepts and participating in scientific modelling. Based on these findings, it is suggested how to improve the mental model of students in learning scientific knowledge in future design and implementation of modelling activities.

Original language	English
Number of pages	3
Publication status	Published - 31 Aug 2021
Event	ESERA 2021: Fostering Scientific Citizenship in an Uncertain World - University of Minho, Braga, Portugal Duration: 30 Aug 2021 → 3 Sept 2021 https://esera2021.org/

Conference

Conference	ESERA 2021
Country/Territory	Portugal
City	Braga
Period	30/08/21 → 3/09/21
Internet address	https://esera2021.org/

Cite this

@conference{d4bc855ea5d545a4ad62cfc4bb96ad56,

title = "Drawing an Atomic Model: Students' Mental Model Development in Modelling-based Learning",

abstract = "The drawing of models is important for learners and scientists alike, such as explicating the mental model development when leaning unobservable concepts. The purpose of this study was based on students{\textquoteright} drawing to observe how modelling-based instruction affects students{\textquoteright} mental model development while learning the atomic structure. 137 tenth graders participated and were randomly assigned to two groups. One group (n=68) was engaged in the modelling-based instruction (MBI) and the other group (n=69) without MBI. Students{\textquoteright} drawings analysis from two groups was carried out on three modelling phases: generating models (GM), evaluating models (EM) and modifying models (MM). Based on a pre-posttest experimental design, the results show: (1) After participation in MBI, modelling group outperformed in GM than students in non-MBI but no difference in other phases. (2) Student illustrations of atomic models revealed their difficulties in understanding atomic concepts and participating in scientific modelling. Based on these findings, it is suggested how to improve the mental model of students in learning scientific knowledge in future design and implementation of modelling activities.",

author = "Song Xue and Chin-Fei Huang and JingLu Zhang",

year = "2021",

month = aug,

day = "31",

language = "English",

note = "ESERA 2021 : Fostering Scientific Citizenship in an Uncertain World ; Conference date: 30-08-2021 Through 03-09-2021",

url = "https://esera2021.org/",

}

TY - CONF

T1 - Drawing an Atomic Model

T2 - ESERA 2021

AU - Xue, Song

AU - Huang, Chin-Fei

AU - Zhang, JingLu

PY - 2021/8/31

Y1 - 2021/8/31

N2 - The drawing of models is important for learners and scientists alike, such as explicating the mental model development when leaning unobservable concepts. The purpose of this study was based on students’ drawing to observe how modelling-based instruction affects students’ mental model development while learning the atomic structure. 137 tenth graders participated and were randomly assigned to two groups. One group (n=68) was engaged in the modelling-based instruction (MBI) and the other group (n=69) without MBI. Students’ drawings analysis from two groups was carried out on three modelling phases: generating models (GM), evaluating models (EM) and modifying models (MM). Based on a pre-posttest experimental design, the results show: (1) After participation in MBI, modelling group outperformed in GM than students in non-MBI but no difference in other phases. (2) Student illustrations of atomic models revealed their difficulties in understanding atomic concepts and participating in scientific modelling. Based on these findings, it is suggested how to improve the mental model of students in learning scientific knowledge in future design and implementation of modelling activities.

AB - The drawing of models is important for learners and scientists alike, such as explicating the mental model development when leaning unobservable concepts. The purpose of this study was based on students’ drawing to observe how modelling-based instruction affects students’ mental model development while learning the atomic structure. 137 tenth graders participated and were randomly assigned to two groups. One group (n=68) was engaged in the modelling-based instruction (MBI) and the other group (n=69) without MBI. Students’ drawings analysis from two groups was carried out on three modelling phases: generating models (GM), evaluating models (EM) and modifying models (MM). Based on a pre-posttest experimental design, the results show: (1) After participation in MBI, modelling group outperformed in GM than students in non-MBI but no difference in other phases. (2) Student illustrations of atomic models revealed their difficulties in understanding atomic concepts and participating in scientific modelling. Based on these findings, it is suggested how to improve the mental model of students in learning scientific knowledge in future design and implementation of modelling activities.

UR - https://esera2021.org/

M3 - Paper

Y2 - 30 August 2021 through 3 September 2021

ER -

Drawing an Atomic Model: Students' Mental Model Development in Modelling-based Learning

Abstract

Conference

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