Simulated Recall and Mental Models: Tools for Teaching and Learning Computer Information Literacy

Citation

Jacobs, L. (2007), "Simulated Recall and Mental Models: Tools for Teaching and Learning Computer Information Literacy", Online Information Review, Vol. 31 No. 5, pp. 711-712. https://doi.org/10.1108/14684520710832423

“Stimulated recall” refers to the activities that stimulate memory within the learning process. The mental model concept refers to the thought process of a person who is trying to cognitively understand real‐world concepts. It is a kind of internal symbol or internal representation of the external reality. Kenneth Clark firstly propagated the principal theory behind mental model cognition and stimulated recall in his 1943 book, The Nature of Explanation. Building on the research of Clark, Henderson and Tallman used stimulated recall and mental model theory to investigate the influence of a teacher's mental and conceptual understanding on the learning process.

The authors' research on teaching, through the perspective of teachers' mental models, highlights the fact that it is important to understand the elements that govern a teacher's choice of teaching strategies. This understanding is the first essential step towards changing teaching beliefs and methods. Knowledge of the mental models used to create learning lessons allows teachers to individualise their teaching strategies and to troubleshoot problems with student misunderstandings. It also proves a useful tool for teachers who want to understand the way their students are thinking.

The aim of the research is to investigate the ways and extent to which mental models improve the teaching of electronic computer databases. The literature emphasises the complexity of mental models and their many uses in various disciplines to determine how people think and respond to situations presented to them. According to the authors, mental models serve as a belief system that guides the actions of teacher and learner. The holder of the mental model chooses to either let the mental model control a situation or to manipulate the mental model to respond to the situation. If the mental model is based on procedural understandings, its holder will not easily transfer it to a new situation. If the mental model is based on conceptual understandings, the mental model is more difficult to manipulate, but has more transferability to new and complex situations. If the mental model is based on both conceptual and procedural understanding, the holder has the opportunity to control, transfer and manipulate the model to fit a new situation – making it a powerful tool for teachers and learners.

Case study research was conducted through the analysis of lesson transcripts as well as interviews, to determine how the in‐action mental models used by teachers matched their teaching methods. After making the teacher aware of the mental models used, s/he was given the opportunity to conduct another lesson. A comparison was made to determine whether critical self‐reflection influenced the mental models used by teachers.

Based on the research objectives and literature review, the authors conclude that the mental model theory does impact on the teaching methods used by teachers, as well as the learning that takes place in students. The authors aim to continue their research by focusing specifically on how the mental models of students impacts on the learning environment.

This publication is a must read for all teachers, irrespective of the level of teaching and the subject field. It provides a detailed account of how the mental models that a teacher uses to prepare and present a lesson impact on the ability of the student to grasp important concepts.