| Mental models are constructs of knowledge reflecting an individual's perception of the world. They form the foundation for the integration, analysis, and application of new information. Mental models are also important for understanding complex, non-intuitive systems outside a student's everyday experiences, such as those found in the sciences. For example, in biology, an accurate mental model of membrane structure is foundational to understanding membrane functions such as membrane potential, transport, or cell adhesion. Misconceptions that impede the assimilation of new knowledge can occur if mental models are flawed, thereby preventing deep understanding. Challenging mental models through cognitive dissonance may lead students to correct their misconceptions. I hypothesized that an instructional intervention could serve as a tool to create cognitive dissonance leading to improvements in a student's mental model and enhanced comprehension. A tutorial assessment specific to the structure of biological membranes was designed and implemented in a lower division biology course. Formative and summative assessments of student comprehension of membrane structure/function were performed on the experimental (tutorial) and control populations. I found that students exposed to the tutorial showed greater improvement in their mental models compared to the control group. In addition, there was a slight positive linear relationship between their mental model and their labeling abilities. Future research is needed to investigate and strengthen the visual-verbal relationship. |
