Mental Models and Computer-Based Scientific Inquiry Learning: Effects of Mechanistic Cues on Adolescent Representation and Reasoning About Causal Systems

This research applies cognitive science to the development and study of computer-based scientific inquiry learning. A scientific inquiry software program designed in the domain of elementary hydrology was adapted for mental model reasoning research, and tested in two middle school science classes. The study explores how qualitative mechanistic cues about system factors influence mental animation of system mechanisms and reasoning about causality. Middle school groups were compared on model development, inquiry, prediction, and learning. Students provided with mechanistic cues during inquiry developed more complex models with significantly more animated explanations of how and why causality exists. When not provided with mechanistic information, students reduced the level of complexity and animation in models during inquiry. Girls started with more complex and animated models than boys and reduced the level of complexity and animation in models during inquiry, whereas boys increased the level of complexity and animation in models. Students provided with mechanistic cues had more accurate theories after inquiry than students not provided with mechanistic cues. There was a trend toward use of better inquiry strategies and more accurate prediction in girls provided with mechanistic cues. Level of animation in model descriptions was a significant predictor of developing accurate theories.