Mental models transformation concerning force and electric field concepts through the WebQuest methodology for engineering college students

Abstract

This paper describes an experimental investigation, performed in higher education, which aims to transform students’ alternative mental models concerning force and electric field concepts. The experience is designed, developed and explained, in light of three theoretical frameworks: Ausubel’s theory of meaningful learning; Johnson-Laird’s theory of mental models; and Vygotsky’s socio-historical theory. In this sense, the WebQuest methodology was adopted, which has proven to be effective in promoting motivation towards learning and cooperative work among students. The sample corresponds to a group of Computer Engineering students, who attend Electromagnetism classes. The pre- and post-tests modes, by means of a questionnaire, which reveal the mental models built by students, establish that they are able to transform their alternative initial mental models into a more accurate conceptual construction about the corresponding physical laws, and, additionally, allow one to infer about the effectiveness of their learning. Moreover, the study aims to promote and reinforce the cooperative work, critical discussions among students, and the attainment of appropriate scientific language to assertively express their ideas.