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Model-based learning is the formation and subsequent development of mental models by a learner. Most often used in the context of dynamic phenomena, mental models organize information about how the components of systems interact to produce the dynamic phenomena. Mental models arise from the demands of some task that requires integration of multiple aspects and/or multiple levels of a system or situation (See Fig. 1). Model formation integrates prior knowledge and new information about the instance into a mental model of the situation. When the mental model is used to accomplish the task, it is evaluated for its utility in performing the task. If the mental model is deemed useful, it is reinforced and may become routinized with repeated use. If the mental model is deemed inadequate, it may be rejected and another model formed, or it may be revised and then used to try again. Revisions may involve making changes to an element of...
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References
Buckley, B. C. (2000). Interactive multimedia and model-based learning in biology. International Journal of Science Education, 22(9), 895–935.
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Seel, N. M. (2003). Model-centered learning and instruction. Technology, Instruction, Cognition and Learning, 1, 59–85.
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Buckley, B.C. (2012). Model-Based Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_589
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