Identifying Changes in a Student's Mental Models and Stimulating Intrinsic Motivation for Learning during a Dialogue Regulated by the "Teachback" Technique: A Case Study

Autor/inn/en	Aliberas, Joan; Gutiérrez, Rufina; Izquierdo, Mercè
Titel	Identifying Changes in a Student's Mental Models and Stimulating Intrinsic Motivation for Learning during a Dialogue Regulated by the "Teachback" Technique: A Case Study
Quelle	In: Research in Science Education, 51 (2021) 3, S.617-645 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aliberas, Joan) ORCID (Gutiérrez, Rufina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9810-z
Schlagwörter	Student Attitudes; Attitude Change; Schemata (Cognition); Learning Motivation; Teaching Methods; Intuition; Interviews + Suchen Sie Ihr Suchwort? Schülerverhalten; Attitudinal change; Einstellungsänderung; Cognition; Schema; Kognition; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik
Abstract	The aim of this paper is to show how an innovative technique can be used to introduce a method for uncovering intrinsic mechanisms that motivate changes in students' mental models. The theoretical framework used to develop the method is based on the ONEPSY (ONtology, EPistemology and PSYchology) model. The ONEPSY model is rooted in the theoretical constructs of cognitive psychology (Johnson-Laird) and artificial intelligence on mechanistic mental models (de Kleer and Brown) as well as the psychological theories developed by Piaget and others about the construction of knowledge and cognitive mechanisms that enable us to learn and survive in the world. This method was used when regulating a dialogue between a teacher (interviewer) and a student (interviewee) and also when analysing this dialogue subsequently. Pask's "teachback" technique was used to regulate the interview and showed its effectiveness for helping a student both to identify his difficulties and to be able to overcome them; it also helped him to develop the ability to build models that gradually move closer to scientific models based on intuitive reasoning (mental models). The emotions experienced by students during this process have been shown to be a decisive driving force--intrinsic motivation--for constructing and reconstructing their intuitive models and acquiring increasingly satisfactory mental models. The different regulatory processes controlled by the interviewer during the dialogue have also been outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01