Map Drawing Reveals Spatial Mental Model Development Following Virtual Navigation

2007 ◽  
Author(s):  
Marc M. Sebrechts ◽  
Jason Spitaletta ◽  
Jennifer Miles
Keyword(s):  
Mental Model ◽  
Model Development ◽  
Virtual Navigation ◽  
Spatial Mental Model

Antecedents of learners' mental model development

2008 ◽  
Author(s):  
Nicole Kohari ◽  
Robert Lord ◽  
Joelle Elicker ◽  
Steven Ash ◽  
Bryce Hruska
Keyword(s):  
Mental Model ◽  
Model Development

Technology-Mediated Collaboration, Shared Mental Model and Task Performance

2012 ◽  
Vol 24 (1) ◽  
pp. 64-81 ◽  
Author(s):  
Hayward P. Andres
Keyword(s):  
Social Influence ◽  
Direct Observation ◽  
Mental Model ◽  
Social Impact ◽  
Model Development ◽  
Research Approach ◽  
Team Process ◽  
Shared Mental Model ◽  
Team Productivity ◽  
The Impact

This study takes a direct observation research approach to examine how the impact of collaboration mode on team productivity and process satisfaction is mediated by shared mental model. Team cognition and social impact theories are integrated to provide a framework for explaining how technology-mediated collaboration constrains or enhances team shared mental model development and its subsequent impact on task outcomes. Partial least squares analysis revealed that technology-mediated collaboration impacts shared mental model development. The results also demonstrate that timely and accurate development of shared mental model facilitates increases in both productivity and team process satisfaction. Direct observation of team process behaviors suggests that collaboration modes differ not only in their impact on communication facilitation but efficacy-based, motivational, and social influence factors (e.g., self-efficacy and team-efficacy, perceived salience and credibility of contributions, social influence on action, etc.) as well. Shared mental model development requires quality communication among team members that are motivated to participate by a positive team climate that promotes idea convergence.

ANALISIS MODEL MENTAL SISWA DALAM PENERAPAN MODEL PEMBELAJARAN LEARNING CYCLE 8E PADA MATERI HIDROLISIS GARAM

2017 ◽  
Vol 7 (1) ◽  
pp. 38-51
Author(s):  
Waskitarini Darmiyanti ◽  
Yuli Rahmawati ◽  
Fera Kurniadewi ◽  
Achmad Ridwan
Keyword(s):  
Learning Environment ◽  
Mental Model ◽  
Chemistry Education ◽  
Model Development ◽  
Deep Understanding ◽  
Learning Cycle ◽  
First Semester ◽  
Before And After ◽  
Academic Year ◽  
Depth Interviews

This study aims to analyse the students’ mental model of students in SMA 42 Jakarta in the implementation of Learning Cycle 8E learning model on salt hydrolysis learning. This research was conducted in first semester of 2016/2017 academic year. There are 36 students of year XI in MIPA 5 was involved in the study. This qualitative research was conducted with the data collection of writing-drawing technique, in-depth interviews, classroom observation, student journal reflective. The Miles and Huberman data analysis was employed with quality standards of data reduction, display data, and verification. Class observation conducted before and after the learning Cycle 8E was implemented for understanding, the characteristics of students and classroom learning environment. The interview technique was conducted to have deep understanding the students’ mental model. The result showed that the students developed understanding on the concept of hydrolysis reaction process and pH of salt solution which were generated categories of understanding, not understanding, and misconception. The three categories are seen from the four stages of the learning Cycle 8E which are explore, elaborate, extend, and explain. students’ understanding and mental model development are influenced by the learning environment and prior knowledge. This model also has developed students’ soft skills of empathy communication, critical thinking and collaboration skills. Keyword: Chemistry Education, Mental Model, Salt Hydrolysis, Learning Cycle 8E

Mental Model Development Using Collaborative 3D Virtual Environments

2016 ◽  
pp. 279-290 ◽  
Author(s):  
Ali Asghar Nazari Shirehjini ◽  
Farideh Soltani Nejad ◽  
Gazelle Saniee-Monfared ◽  
Azin Semsar ◽  
Shervin Shirmohammadi
Keyword(s):  
Virtual Environments ◽  
Mental Model ◽  
Model Development ◽  
3D Virtual Environments

Effect of environmental education program integrated into preschool education on children’s mental model development about “environment” concept

2018 ◽  
Vol 5 (2) ◽  
pp. 29-40
Author(s):  
Berat Ahi ◽  
Fatma Alisinanoglu
Keyword(s):  
Environmental Education ◽  
Mental Model ◽  
Model Development ◽  
Preschool Education ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

 Aim of this study is to determine the effect of environmental education program integrated into preschool education aged between 48-66 months on children’s mental model development about “environment” concept. Triangular mixed design was used in this research. Quantitative dimension of the study was carried out with quasi-experimental design with control group and qualitative dimension of the study was carried out with using phenomenological method based on social constructivist philosophy. Study group of the research consisted of 52 children from experimental and control groups. Statistically significant difference was observed in the scores of children in the experimental and control groups from DAET-R (U= 44, z= -5.44, p= .000, r= .75). Mental model development about environment of the majority of the children from the experimental group reached to an expected level. However, no development was obtained in the mental model development of the children in the control group. Results also showed that 80.8% of the children from experimental group defined environment as a place which people, animals and plants live together and the amount of the children from control group who defined environment similar to this level is 26.9%. In addition, there was no significant difference in the total pre-test and post-test DAET-R scores of children from the control group (z= -1.401, p > .05) and significant difference was observed in the pre-test and post-test DAET-R scores of children in the experimental group in support of post-test results (z= -4.126, p < .05). Keywords: Environment; Mental Model; Child; Pre-school Educatio; Environmental Education

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