The theory of mental models assumes that learning is a form of inf ormation processing. When individuals are confronted with a new learning subject or task, they have to construct a mental model integrating their already existing knowledge and the new information from the learning environment. This mental model is not stored immediately, but rather has to be reconstructed several times to become a schema, i.e. to be learnt. In this sense, learning consists of different subprocesses which have to be supported by the five teaching interventions of the model of model-based instruction (MOMBI). (1) In order to initiate mental model construction, teachers have to ask real questions and present problems or conflicting information that makes students think (“provocation” teaching intervention). (2) Then they have to activate the students’ preconceptions (“activation” teaching intervention) and (3) present information in order to enable the students to answer the question/solve the problem/explain the conflicting information (“presentation” teaching intervention). In order to make sure that students construct mental models that are similar to expert models, i.e. conceptual models, (4) teachers have to ask students to externalize their models and give them feedback (“scaffolding” teaching intervention). (5) Finally, they have to give them the opportunity to reconstruct their models several times in order to store and schematize them (“practice” teach ing intervention).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York, Chicago: Holt, Rinehart and Winston.
Buggle, F. (1997). Die Entwicklungspsychologie Jean Piagets. Stuttgart: Kohlhammer. 3. edition.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In: L. B. Resnick (Ed.), Knowing, learning and instruction. Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum.
Dörr, G., Seel, N. M., & Strittmatter, P. (1986). Mentale Modelle: Alter Wein in neuen Schläuchen? Unterrichtswissenschaft, 2, 168-189.
Duit, R. (1999). Conceptual change approaches in science education. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 263-282). Amsterdam: Elsevier Science.
Gentner, D., & Gentner, D. R. (1983). Flowing waters or teeming crowds: Mental models of electricity. In D. Gentner, & A. L. Stevens (Eds.), Mental models (pp. 99-129). Hillsdale, NJ: Lawrence Erlbaum.
Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355.
Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
Hanke, U. (2006). Externale Modellbildung als Hilfe bei der Informationsverarbeitung und beim Lernen. Freiburg: FreiDok.
Hegarty, M., & Just, M. A. (1993). Construction of mental models of machines from text and diagrams. Journal of Memory and Language, 32, 717-742.
Hilgard, E. R., & Bower, G. H. (1975). Theories of learning. Englewood Cliffs, N.J.: PrenticeHall.
Ifenthaler, D. (2006). Diagnose lernabhängiger Veränderung mentaler Modelle: Entwicklung der SMD-Technologie als methodologisches Verfahren zur relationalen, strukturellen und semantischen Analyse individueller Modellkonstruktionen. Freiburg: FreiDok.
Johnson-Laird, P. N. (1983). Mental models. Towards a cognitive science of language, inference, and consciousness. Cambridge, UK: Cambridge University Press.
Piaget, J. (1976). Die Äquilibration der kognitiven Strukturen. Stuttgart: Klett.
Pirnay-Dummer, P. N. (2006). Expertise und Modellbildung– MITOCAR. Freiburg: FreiDok.
Schulz, W. (1969). Umriss einer didaktischen Theorie der Schule. In P. Fürstenau (Eds.): Zur Theorie der Schule (pp. 27-45). Weinheim: Beltz.
Seel, N. M. (1991). Weltwissen und mentale Modelle. Göttingen: Hogrefe.
Seel, N. M. (1998). Instruktionspsychologiesche Rezeption der didaktischen Reduktion. In H. Ahlborn, & J. -P. (Eds.), Didaktische Vereinfachung - eine kritische Reprise des Werkes von Dietrich Hering (pp. 237-260). Seelze-Velber: Kallmeyer.
Seel, N. M. (2000). Psychologie des Lernens. München und Basel: Reinhardt.
Seel, N. M. (2001). Epistemology, situated cognition, and mental models: Like a bridge over troubled water’. Instructional Science, 29, 403-427.
Seel, N. M. (2003). Stochastic models of change. Unpublished manuscript.
Seel, N. M. (2005). Modellzentriertes Lernen und Lehren. In: B. Lehmann, & E. Bloh (Eds.), Methodik und Content-Management (pp. 198-223). Hohengehren: Schneider-Verlag.
Seel, Norbert M., Dörr, G., & Dinter, F. R. (1992). Lernen im Medienverbund - Eine Untersuchung zum Erwerb neuen Wissens. Unterrichtswissenschaft, 20, 275-288.
Seel, Norbert M. (1986). Wissenserwerb durch Medien und “mentale Modelle”. Unterrichtswissenschaft, 14, 384-401.
Trautner, H. M. (1991). Lehrbuch der Entwicklungspsychologie. Band 2: Theorien und Befunde. Göttingen: Hogrefe.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Hanke, U. (2008). Realizing Model-Based Instruction. In: Ifenthaler, D., Pirnay-Dummer, P., Spector, J.M. (eds) Understanding Models for Learning and Instruction. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-76898-4_9
Download citation
DOI: https://doi.org/10.1007/978-0-387-76898-4_9
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-76897-7
Online ISBN: 978-0-387-76898-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)