1. Model-Facilitated Learning Overview Gordon Graber 2008

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

3. 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?

4. Models & Modeling Structured representations that can be tested

5. Model Attributes

6. Learning From Models Using accepted models to test theories Learning the model’s language Building mental models based on accepted models Not always Perfect…

7. Domain Models Accepted models part of domain practice Constantly creating and modifying based on observation Learning by adapting mental models to accepted models

8. Simulations Dynamic and Interactive models –Focus on operational & conceptual skills –Complex processes –Time dependant processes

9. Instructional Strategies Important For Success Scaffolding –Requires knowledge of the domain, learning processes and the domains model representation

10. 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

11. Science Domains – Inquiry Learning Transformative Learning Regulation – iterative process Evaluation –Between transformation and regulation –Occur at any time –Influence on regulative process

12. Evaluation Of Inquiry Based Learning Small scale evaluation assess scaffolding strategies Large scale assessment compare to traditional instruction

13. Learning By Modeling Constructivist / Constructionist Inquiry Process Making Choices

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

15. Memory Theory How many items can be stored in working memory? (Miller, 1956, as cited in Schnotz 2007) Mediated by Instructional Task

16. 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

17. Cognitive Load Theory Extraneous Intrinsic Germane Fixed Cognitive Capacity (Sweller 1976, as cited in Schnotz 2007)

18. Cognitive Load Theory Intrinsic Germane Extraneous ZPD (Schnotz 2007)

19. Intrinsic Germane ? ? ! ! New Schema

20. Intrinsic Germane ? ? ! !

21. References Jonassen, 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.