Realizing model-based instruction

Abstract

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). © 2008 Springer-Verlag US.