Model-centered instruction: Difference between revisions

Revision as of 15:42, 19 April 2007

Revision as of 03:29, 27 July 2007

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==Theory Summary==

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 models 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. 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 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.

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5. '''Goal orientation''': Problems selected should be appropriate for the attainment of specific instructional goals.

6. '''Resourcing''': The learner should be given [[problem solving]] information resources, materials, and tools within a solution environment (which may exist only in the learner’s mind) commensurate with instructional goals and existing levels of knowledge.

7. '''Instructional augmentation''': The learner should be given support during solving in the form of dynamic, specialized, designed instructional augmentations.