An exploration of mental models in chemistry education research

Mental models are constructs within human memory that have received considerable attention within cognitive psychology, psychology of science, and science education. The theoretical description of mental models is challenging and always observed within certain systems of interest. After choosing the target system, Norman made a distinction between the conceptual model of the target system, the user’s mental model of the system, and the scientists’ conceptualisation of that mental model. When talking about the exploration of the characteristics of users’, i.e. students’ mental models, it is important to know that such mental models are highly individualised, evolving constructs that are unstable and incomplete at the beginning of the learning process. As new information (new concepts) is incorporated into them, they continue to grow, modify, and change. Adequate experimental techniques should find “elegant mental models” but also incomplete and messy mental models that our students often have. Therefore, one of the significant directions of our research in the field of chemistry education is the identification of characteristics of students’ mental models that is followed by uncovering students’ lack of understanding and, later, persistent misconceptions. Our studies mostly use promising tools such as systemic synthesis questions and word association tests. Examples of using these techniques in order to explore students’ mental models in chemistry education research will be offered.