model-facilitated learning
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Model-Facilitated Learning. Overview Gordon 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? - PowerPoint PPT PresentationTRANSCRIPT
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Model-Facilitated Learning
OverviewGordon Graber
2008
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Key Terms • Learning• Comprehension• Meta-Cognition• Model• Simulation• Schemata• Conceptual Change• Working Memory Theory• Cognitive Load Theory
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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?
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Models & Modeling• Structured representations that can be
tested
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Model Attributes
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Learning From Models• Using accepted models to test theories• Learning the model’s language• Building mental models based on
accepted models• Not always Perfect…
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Domain Models• Accepted models part of domain practice• Constantly creating and modifying based
on observation• Learning by adapting mental models to
accepted models
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Simulations• Dynamic and Interactive models
– Focus on operational & conceptual skills– Complex processes– Time dependant processes
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Instructional Strategies Important For Success
• Scaffolding– Requires knowledge of the domain, learning
processes and the domains model representation
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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
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Science Domains – Inquiry Learning
• Transformative Learning• Regulation – iterative process• Evaluation
– Between transformation and regulation– Occur at any time– Influence on regulative process
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Evaluation Of Inquiry Based Learning
• Small scale evaluation assess scaffolding strategies
• Large scale assessment compare to traditional instruction
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Learning By Modeling• Constructivist / Constructionist• Inquiry Process• Making Choices
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Power of Modeling• Conceptual Change• Schemata Formation• Objectification of Mental Models• Working memory
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Memory Theory• How many items can be stored in working memory? (Miller, 1956, as
cited in Schnotz 2007)
• Mediated by Instructional Task
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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
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Cognitive Load Theory
Extraneous Intrinsic Germane
Fixed Cognitive Capacity
(Sweller 1976, as cited in Schnotz 2007)
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Cognitive Load Theory
Intrinsic GermaneExtraneous
ZPD (Schnotz 2007)
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Intrinsic Germane
?
!New Schema
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Intrinsic Germane
?
!
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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.