Supporting Mental Model Building

During my Fall semester, I took a course called Principles of Fostering Learning. In this course, we learned about human cognition, and what happens in the brain during learning. When we learn something new, we encode this information into our brain. When we remember something, we need to retrieve this information from our brain.

When we encode a new piece of information, we attach this information onto an existing mental model. Our existing mental models are created from our prior knowledge.

Having a more robust mental model helps with retrieval, or recalling information. We can think of each piece of information as a "node" in a web. If we have more connections between nodes, then we have a more robust mental model. Connections between nodes means we realize how different pieces of information are related.

When supporting mental model building, we must ensure that misconceptions are brought to light, and are corrected. Prior knowledge is only helpful when it is correct, so misconceptions in one's mental model must be addressed. Smaller misconceptions are easier to address, and can quickly be changed. However, larger misconceptions can take time to address for learners. For example, it can take a long time for elementary-aged learners to understand the movement of the Earth, Sun, and Moon. Since young learners have only seen things from the first-person perspective of the Earth, they will need to take a step back and understand things from a third-person perspective to understand these interactions. This kind of conceptual change and mental model readjusting can be difficult for learners.

One strategy to use when supporting mental model building is encouraging learners to use self-explanation. When learners attempt to explain a concept aloud, this can help to create a mental model from individual pieces of information. An application of this for a museum setting would be including prompts to explain, or asking guests why they think something is true.

Supporting mental model building connects to my personal goals and interests, as I hope to help learners develop their mental models for various STEM topics. When designing for an informal STEM environment, we can help learners to build upon their existing mental models. It is important to activate learners' prior knowledge, so that they may connect new information to their existing mental models. We can support this activation of prior knowledge by making connections between exhibit components and information that learners may already know.

For example, in my Immunity project, I designed physical virus and antibodies pieces for leaners to manipulate. By manipulating these pieces, learners will help strengthen their mental models of how viruses and antibodies interact. In this activity, learners will be able to recall what they already know about getting sick, and connect this new information to their existing mental model.