Abstract
The development of strong cognitive abilities through education and training is an important aspect of achieving the various SDG targets. In science learning, cognitive psychology is often ignored even though it contributes to learning. This research aims to conduct a needs analysis through a preliminary study related to students’ mental models in visualization. Qualitative descriptive was used in this study by describing in detail the answers in the form of graphs interpreted by students on the given question sheet. A total of ten questions were given with three sub-materials of straight motion. The results of this study present that students’ mental model instantiation is classified as very poor because it is dominated by the initial category for the three sub-matters, respectively 49% (sub-1), 84% (sub-2), and 94% (sub-3). This states that the category of students’ mental models reflects incomplete and unscientific depictions and there are even blank answers. Therefore, further research is needed to evaluate and improve students’ mental models to support sustainable education.
Keywords
Visualization
Representation (politics)
Mental model
Computer science
Psychology
Mathematics education
Human–computer interaction
Artificial intelligence
Cognitive science
Political science
Subject Areas
Information Systems Theories and Implementation
·Sociology and Political Science ·Social Sciences
Education and Communication Studies
·Education ·Social Sciences
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