Students' mental models of the Internet and their didactical exploitation in Informatics education

The Internet constitutes a relatively new teaching subject for the Informatics curriculum. Within secondary education, students should develop an understanding of basic Internet concepts as well as Internet skills. For the attainment of these goals it is necessary that they develop adequate mental models of the Internet. That development should be based on the assessment of their initial mental models of the Internet. The purpose of this study was the investigation of the mental models that high school students form of the Internet in the beginning of the Informatics curriculum. The study involved 340 Greek high school students who completed a written questionnaire and a drawing task. The results suggest that students form simplistic, utilitarian rather than structural mental models of the Internet, which would provide them with an adequate explanatory system of what the Internet actually is and the processes underlying its use. The students' mental models also involve particular misconceptions. The didactical implications of the findings for Informatics education at high school level are considered. © 2005 Springer Science + Business Media, Inc