Model Analysis: Assessing the dynamics of student learning

Abstract

In this paper we present a method of modeling and analysis that permits the extraction and quantitative display of detailed information about the effects of instruction on a class's knowledge. The method relies on a congitive model that represents student thinking in terms of mental models. Students frequently fail to recognize relevant conditions that lead to appropriate uses of their models. As a result they can use multiple models inconsistently. Once the most common mental models have been determined by qualitative research, they can be mapping onto a multiple choice test. Model analysis permits the interpretation of such a situation. We illustrate the use of our method by analyzing results from the FCI.