Model-centered instruction: Difference between revisions

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The theory of model-centered instruction is based on the assumption that the purpose of instruction is to help learners construct knowledge about objects and events in their environment. In the field of [[cognitive psychology]], theorists assert that knowledge is represented and stored in [[Memory|human memory]] as dynamic, networked structures generally known as [[Schema (psychology)|schema]] or [[mental models]]. This concept of mental models was incorporated by Gibbons into the theory of model-centered instruction. This theory is based on the assumption that learners construct [[mental model]]s as they process information they have acquired through observations of or interactions with objects, events, and environments. Instructional designers can assist learners by (a) helping them focus attention on specific information about an object, event, or environment and (b) initiating events or activities designed to trigger learning processes.

Instructional designers may guide learner attention by introducing learners to carefully selected objects and events that occur in certain environments. In some situations, it is not possible to have learners work with real objects, events, or environments.<ref>{{Cite web |title=Attention-Driven Design: How Instructional Designers Design to Capture the Learner’s Attention - ProQuest |url=https://www.proquest.com/openview/e59201870be7375b99d83f32ce3f0abc/1?pq-origsite=gscholar&cbl=18750&diss=y |access-date=2023-05-22 |website=www.proquest.com |language=en}}</ref> In these cases, instructional designers may create representations of the objects, events, or environments. These representations are called models. A model is a definition or representation of an object, event, or environment that includes some information regarding their properties, actions, or [[Causality|cause-effect]] relationships. Instructional designers may use a variety of models to help learners construct their own mental models. A model can take various mediated forms, from simple textual descriptions to complex, [[multimedia]] simulations.

According to the theory of model-centered instruction, there are three types of models: (a) a natural or manufactured cause-effect '''system''', (b) an '''environment''' in which one or more systems operate, or (c) an '''expert performance'''—a set of purposeful, goal-driven actions that causes changes within systems and environments. These three types of models — system, environment, and expert performance - form a comprehensive framework for the representation and communication of subject-matter information in any ___domain.

When learners interact with complex objects or models, they sometimes need assistance in discovering and processing information. Instructional designers can guide learners by introducing problems to be solved in a sequence that may be partially or fully determined by the learner. Gibbons defines a '''problem''' as “a request for information about an incompletely known model. A problem is a request for the learner…to supply one or more of the model’s behaviors, elements, or interrelations that are missing”. <ref name="Gibbons"/> Problems act as filters or masks that focus learner attention on specific information about the objects or models. Problems also trigger learning processes used in the construction of mental models. As problems are solved in sequence, learners process more information and construct more comprehensive and useful mental models.

== Principles of Model-Centered Instruction ==

Gibbons has defined seven principles that summarize the general design prescriptions of model-centered instruction. <ref name="Gibbons"/> These principles are related to the overall instructional purposes, subject-matter content, and instructional strategies of model-centered instruction. Key ideas related to designing, selecting, and sequencing problems can also be found in these principles. In addition, these principles provide guidance in how to provide supportive information, physical materials, tools, and personalized assistance to the learner. These principles, as defined by Gibbons, are listed below.

1. '''Experience''': Learners should be given maximum opportunity to interact for learning purposes with one or more systems or models of systems of three types: environment, system, and/or expert performance. The terms model and simulation are not synonymous; models can be expressed in a variety of computer-based and non-computer-based forms.