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.