“…Even in apparent basic phenomena, such as Hooke's law, there are simultaneous complex causal models which, according to Perkins and Grotzer (2005), are related to four categories-mechanism, interaction pattern, probability, and agency. Recently, problem-solving experiments in Physics in collaborative groups of students, show that students design, share, rethink, and evaluate their thought experiments, highlighting the importance of conceptual understanding, past-daily experience, logical reasoning, and conceptual-logical inference (Bancong & Song, 2020). This could explain the close relationship we found between the variables of the model and the error covariances: Memory (Me) as an obstacle binder, which would imply the redesign of problems (Cook, 2006), and the improvement of understanding (Un) through shared learning (Co), to facilitate the learning of mental models of Hooke's law and its application (Ap), in our case to Elasticity (Batlolona et al, 2020).Therefore, we sincerely believe that this pupil-centred view can complement other perspectives.…”