Naive Mental Models: A Barrier to Learning in Physical Education

• In Event: Moscone Center West Roundtable Session 3
  In Roundtable Session: Roundtable 3: New Programs, New Models, and Student Learning in Physical Education

Abstract

Guided by the conceptual change theory, this study attempted to identify misconceptions in naïve and synthetic mental models about energy and exercise held by middle school students. Using a mixed-design, we used test to classify students into high, middle, and low knowledge groups and interviewed them to determine mental models. Evidence from interviews indicates that low-knowledge students formed more misconceptions than others. These misconceptions contributed to naive mental models and were mixed with the scientific concepts taught in physical education, which resulted in synthetic mental models used by the students to explain how energy pathways worked in physical activity. The findings suggest that misconceptions were barriers to learning and remedying misconceptions should be a priority in teaching physical education.

Authors

• Tan Zhang, Winston Salem State University

• Yanhua Shen, University of Virginia's College at Wise

• Anqi Deng, University of South Carolina - Columbia

• Ang Chen, University of North Carolina - Greensboro