Mental models and lifelong learning

Philip Barker, Paul Van Schaik, Spencer Hudson

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

The development of mental models is the underlying 'driving force' that forms the basis for all teaching and learning activities. Such models also play an important and fundamental role in dialogue and communication processes (writing, reading, talking and listening), thinking and problem solving activities. The formation and subsequent adaptation of mental models takes place throughout a human's life-span. The 'richness' of an individual's mental models usually increases with his/her growing maturity and exposure to new and varied experiences - and may, ultimately, lead to 'expert performance'. This type of behaviour, within a given subject domain, can often be positively correlated with the quality of the mental models involved. Because of their importance, this paper discusses the basic nature of mental models and the need to provide appropriate environments to stimulate their ongoing development within the context of providing mechanisms for the support of lifelong learning.

Original languageEnglish
Pages (from-to)310-317
Number of pages8
JournalInnovations in Education and Teaching International
Volume35
Issue number4
Publication statusPublished - 1 Dec 1998

Fingerprint

model learning
lifelong learning
life-span
maturity
dialogue
expert
communication
Teaching
learning
performance

Cite this

Barker, Philip ; Van Schaik, Paul ; Hudson, Spencer. / Mental models and lifelong learning. In: Innovations in Education and Teaching International. 1998 ; Vol. 35, No. 4. pp. 310-317.
@article{a024127e367541e09ca59edebb66dfa1,
title = "Mental models and lifelong learning",
abstract = "The development of mental models is the underlying 'driving force' that forms the basis for all teaching and learning activities. Such models also play an important and fundamental role in dialogue and communication processes (writing, reading, talking and listening), thinking and problem solving activities. The formation and subsequent adaptation of mental models takes place throughout a human's life-span. The 'richness' of an individual's mental models usually increases with his/her growing maturity and exposure to new and varied experiences - and may, ultimately, lead to 'expert performance'. This type of behaviour, within a given subject domain, can often be positively correlated with the quality of the mental models involved. Because of their importance, this paper discusses the basic nature of mental models and the need to provide appropriate environments to stimulate their ongoing development within the context of providing mechanisms for the support of lifelong learning.",
author = "Philip Barker and {Van Schaik}, Paul and Spencer Hudson",
year = "1998",
month = "12",
day = "1",
language = "English",
volume = "35",
pages = "310--317",
journal = "Innovations in Education and Teaching International",
issn = "1470-3297",
publisher = "Taylor and Francis Ltd.",
number = "4",

}

Mental models and lifelong learning. / Barker, Philip; Van Schaik, Paul; Hudson, Spencer.

In: Innovations in Education and Teaching International, Vol. 35, No. 4, 01.12.1998, p. 310-317.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Mental models and lifelong learning

AU - Barker, Philip

AU - Van Schaik, Paul

AU - Hudson, Spencer

PY - 1998/12/1

Y1 - 1998/12/1

N2 - The development of mental models is the underlying 'driving force' that forms the basis for all teaching and learning activities. Such models also play an important and fundamental role in dialogue and communication processes (writing, reading, talking and listening), thinking and problem solving activities. The formation and subsequent adaptation of mental models takes place throughout a human's life-span. The 'richness' of an individual's mental models usually increases with his/her growing maturity and exposure to new and varied experiences - and may, ultimately, lead to 'expert performance'. This type of behaviour, within a given subject domain, can often be positively correlated with the quality of the mental models involved. Because of their importance, this paper discusses the basic nature of mental models and the need to provide appropriate environments to stimulate their ongoing development within the context of providing mechanisms for the support of lifelong learning.

AB - The development of mental models is the underlying 'driving force' that forms the basis for all teaching and learning activities. Such models also play an important and fundamental role in dialogue and communication processes (writing, reading, talking and listening), thinking and problem solving activities. The formation and subsequent adaptation of mental models takes place throughout a human's life-span. The 'richness' of an individual's mental models usually increases with his/her growing maturity and exposure to new and varied experiences - and may, ultimately, lead to 'expert performance'. This type of behaviour, within a given subject domain, can often be positively correlated with the quality of the mental models involved. Because of their importance, this paper discusses the basic nature of mental models and the need to provide appropriate environments to stimulate their ongoing development within the context of providing mechanisms for the support of lifelong learning.

UR - http://www.scopus.com/inward/record.url?scp=22444453540&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:22444453540

VL - 35

SP - 310

EP - 317

JO - Innovations in Education and Teaching International

JF - Innovations in Education and Teaching International

SN - 1470-3297

IS - 4

ER -