Knowledge is constructed, not consumed
From birth, our brain starts creating mental models of reality. These models are analogous to mechanical models of machines. Mental model of each entity like an object, person or phenomenon consists of a visual moving representation of that entity. When asked to imagine a bi-cycle, you would see how a bi-cycle looks, how the pedal rotates, which rotates the chain, which further rotates the wheel, the sound of wheel rubbing off on ground, the handle dangling from one side to other, etc. This is the mental model of bicycle.
As one observes or interacts with an entity, further details of how that entity operates are discovered and these properties are carved into the older mental model — similar to how a sketch artist starts with a rough figure of face and gradually adds details. When presented with new information of an entity or a new entity itself from an external source (book, movie, teacher, influencer, etc), we construct a new mental model of that information and append it to our central mental model of reality. For e.g. when presented with information that oil reduces friction, the operation of oil in gears bicycle becomes more apparent and oil becomes a separate entity with its own mental model. This new model of oil can also be used at all other places in the mental model where oil is present. Creation and development of mental models is an integral way of learning.
How can you improve your learning using the concept of knowledge construction?
1. Skimming
We get exhausted if we are continuously bombarded with new information as we have to continuously create new models of that information without knowing where it will end. We feel exhausted because we have to keep the entire information in our working memory.
If we are aware of the breadth of content first i.e., we have created empty containers in the mental model of that topic, then we don’t need to keep all content in our working memory, and it is more comforting to fill details into containers one by one.
While learning a long subject, go through the index or skim the entire content first and then learn each part in detail. This creates empty models of that entity first and then details of each model are filled later. For eg. while learning from a history textbook, skim through chapter titles first, then skim through the topic names of the first chapter and then read details of each topic of the first chapter. While understanding a new lengthy program, try understanding the high-level components first. Then understand each component’s internal working in detail.
2. Context
Imagine you buy a new t-shirt, but it doesn’t match well with any of your bottoms. Something similar happens to our mind when we are presented with new information without context. Our mind creates a new model of that information, but we are not able to connect that model with any piece in the central mental model of reality. Here also, our brain has to keep all the information in working memory until a place is found to connect the new model with the central model. For e.g., explaining DNS without explaining how the internet works or explaining differentiation without explaining its application in physics problems.
Context helps us in relating new knowledge with our current knowledge i.e., it helps in connecting the new model with the primary model of reality — similar to connecting wires of two different circuits. Without context the new concept would feel alien and irrelevant. Additionally, the more connections a new model has with the primary model (more context), the easier it will be to recall that concept from memory.
3. Visualise
Since time immemorial storytelling has been used to create vivid mental models of reality. Either describing an entity in abstract features or by describing examples of entities with similar mental models. In the modern education system, we employ tools which ease and speed up the process of creating mental models by showing visuals of that entity. A picture is worth a thousand words, literally.
Visualisation can be achieved in many ways — drawing the concept on blackboard or creating a digital animation or creating a 3d model of that concept. The more vivid the visual is, the easier it would be to construct the model.
For e.g., showing a diagram of a benzene ring molecule will greatly ease the process of creating a mental model of the benzene ring, instead of just describing the molecule through words. Similarly, explaining linked lists first through a visual and then explaining the logic/code will speed up the learning process.
