Model-Facilitated Learning

OverviewGordon Graber

2008

Key Terms • Learning• Comprehension• Meta-Cognition• Model• Simulation• Schemata• Conceptual Change• Working Memory Theory• Cognitive Load Theory

Questions To Ponder

• Are learning and comprehension the same?• How are new schemata formed?• What instructional strategies promote the

above?• Does a model’s level of abstraction affect

learning transfer?• Do visual representations influence mental

models?

Models & Modeling• Structured representations that can be

tested

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H = (IR −OR)t

Model Attributes

Learning From Models• Using accepted models to test theories• Learning the model’s language• Building mental models based on

accepted models• Not always Perfect…

Domain Models• Accepted models part of domain practice• Constantly creating and modifying based

on observation• Learning by adapting mental models to

accepted models

Simulations• Dynamic and Interactive models

– Focus on operational & conceptual skills– Complex processes– Time dependant processes

Instructional Strategies Important For Success

• Scaffolding– Requires knowledge of the domain, learning

processes and the domains model representation

Science Domains – Inquiry Learning

• Orientation – broad analysis of domain• Hypothesis generation – model is

presented and studied• Experimentation – testing the model• Conclusion – results are compared against

the model and new ideas are formed• Evaluation – reflection on the learning

process

Science Domains – Inquiry Learning

• Transformative Learning• Regulation – iterative process• Evaluation

– Between transformation and regulation– Occur at any time– Influence on regulative process

Evaluation Of Inquiry Based Learning

• Small scale evaluation assess scaffolding strategies

• Large scale assessment compare to traditional instruction

Learning By Modeling• Constructivist / Constructionist• Inquiry Process• Making Choices

Power of Modeling• Conceptual Change• Schemata Formation• Objectification of Mental Models• Working memory

Memory Theory• How many items can be stored in working memory? (Miller, 1956, as

cited in Schnotz 2007)

• Mediated by Instructional Task

Cognitive Load Theory• Extraneous Load

– Induced by instructional environment– Unnecessary Element Interactivity

• Intrinsic Load– Difficulty of the learning task– Element Interactivity

• Germane Load– Cognitive activity necessary to move comprehension to

long term memory– Development of comprehension through creation of

schemata

Cognitive Load Theory

Extraneous Intrinsic Germane

Fixed Cognitive Capacity

(Sweller 1976, as cited in Schnotz 2007)

Cognitive Load Theory

Intrinsic GermaneExtraneous

ZPD (Schnotz 2007)

Intrinsic Germane

?

!New Schema

Intrinsic Germane

?

!

ReferencesJonassen, D. (2005). Model Building for Conceptual Change. Interactive

Learning Environments, 13(1-2), 15-37.

Schnotz, W. & Kürschner, C. (2008). External and internal representations in the acquisition and use of knowledge: visualization effects on mental model construction. Instructional Science, 36(3), 175-190.

Schnotz, W. & Kurschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469-508.