Analyzing Students' Mental Models of Technical Systems.

Autor/inn/en	Vogel-Heuser, Birgit; Loch, Frieder; Hofer, Sarah; Neumann, Eva-Maria; Reinhold, Frank; Scheuerer, Sarah; Reiss, Kristina
Titel	Analyzing Students' Mental Models of Technical Systems.
Quelle	Aus: 2019 IEEE 17th International Conference on Industrial Informatics (INDIN). Piscataway, NJ: Institute of Electrical and Electronics Engineers (2019) S. 1119-1125 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-7281-2927-3; 978-1-7281-2928-0
DOI	10.1109/INDIN41052.2019.8972071
Schlagwörter	Bildungsziel; Grundlagenforschung; Denkprozess; Pädagogische Psychologie; Lehr-Lern-Prozess; Methodik; Softwaretechnologie; Ingenieurwissenschaft; Maschinenbautechnik; Technologie; Elektrotechnik; Ingenieurhochschule; Fachspezifik; Flexibilität; Innovationsfähigkeit; Konzept; Modell; Student; Studienanfänger
Abstract	Successful innovation processes require communication between different disciplines, such as mechanical and electrical engineering or software development. However, such communication is hampered by differences in individual mental models of technical systems. This paper presents two studies that investigate mental models of engineering students. The studies apply SA/RT and card sorting to analyze mental models and were conducted at the beginning of their academic education to understand influences on discipline-specific mental models that are observed in practice. The studies indicate that the mental models of engineering students are typically based on structural properties of the machines. A second study led to the identification of nine dimension that classify mental models of students. Future work that facilitates the analysis of mental models on a larger scale is proposed. The aim of this work is to understand these differences and thereby inform educational mechanisms that teach mental model flexibility and perspective change. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2