Abstract
Model-based learning is both a new and old paradigm of psychology and education. In pedagogy we can find this idea since decades (and until today various conceptions of model-based learning have been developed in the fields of mathematics, physics or geography education aiming at guided discovery and exploratory learning. Traditionally, there are two major approaches of theory and research on model-based learning: A functional-pragmatic approach and a constructivist approach, which is closely related with the theory of mental models. This chapter focuses on both approaches with a particular emphasis on measuring the effects of model-based learning on different performance criteria, such as understanding and problem solving, analogical reasoning, and situation-dependent decision making.
The chapter starts with a description of the theoretical foundation of model-based learning with a particular emphasis on the learning-dependent progression of mental models and its systematic assessment by means of particular diagnostic methodologies. The epistemology and psychology of mental models as the fundamental basis of model-based learning are described whereby models will be separated from cognitive schemas, discussed as the “building blocks” of the psychological understanding of cognition. The impact of mental models on comprehension and problem solving as well as on analogical reasoning and decision making is discussed. Comprehension and reasoning in specific situations necessarily involve the use of mental models of different qualities. Besides the mental model approach, model-building activities have been emphasized in various areas of instructional research aiming at the improvement of learning and problem solving in subject matter domains, such as physics or mathematics. In contrast to the mental model approach, these instructional approaches of model-based learning correspond with functionalist-pragmatic conceptions of model-building activities within the realm of mathematics and physics education. Both approaches of model-based learning have had initiated numerous empirical studies which are summarized and discussed.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Al-Diban, S. (2008). Progress in the diagnosis of mental models. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction: Essays in honor of Norbert M. Seel (pp. 81–102). New York, NY: Springer.
Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
Anderson, R. C. (1984). Some reflections on the acquisition of knowledge. Educational Researcher, 13(9), 5–10.
Bailer-Jones, D. (2009). Scientific models in philosophy of science. Pittsburgh, PA: The University of Pittsburgh Press.
Berlyne, D. E. (1971). Aesthetics and psychobiology. New York, NY: Appleton-Century-Crofts.
Betsch, T., & Fiedler, K. (1999). Understanding conjunction effects in probability judgment: the role of implicit mental models. European Journal of Social Psychology, 29, 75–93.
Blumschein, P., Hung, W., Jonassen, D. H., & Strobel, J. (Eds.) (2009). Model-based approaches to learning. Using systems models and simulations to improve understanding and problem solving in complex domains. Rotterdam, The Netherlands: Sense Publishers
Borsboom, D. (2005). Measuring the mind: Conceptual issues in contemporary psychometrics. Cambridge: Cambridge University Press.
Bower, G. H., & Morrow, D. G. (1990). Mental models in narrative comprehension. Science, 247(5), 44–48.
Braine, M. D. (1990). The natural logic approach to reasoning. In W. Overton (Ed.), Reasoning, necessity and logic: Developmental perspectives (pp. 133–157). Hillsdale, NJ: Erlbaum.
Brewer, W. F. (1987). Schemas versus mental models in human memory. In P. Morris (Ed.), Modelling cognition (pp. 187–197). Chichester, UK: Wiley.
Briggs, P. (1990). The role of the user model in learning as an internally and externally directed activity. In D. Ackermann & M. J. Tauber (Eds.), Mental models and human-computer interaction 1 (pp. 195–208). Amsterdam: Elsevier.
Brown, A. L. (1979). Theories of memory and the problems of development: Activity, growth, and knowledge. In L. S. Cermak & F. I. M. Craik (Eds.), Levels of processing in human memory (pp. 225–258). Hillsdale, NJ: Lawrence Erlbaum.
Cannon-Bowers, I. A., Salas, E., & Converse, S. (1993). Shared mental models in expert team decision making. In J. Castellan Jr. (Ed.), Current issues in individual and team decision making (pp. 221–246). Mahwah, NJ: Erllbaum.
Carlson, H. L. (1991). Learning style and program design in interactive multimedia. Educational Technology Research and Development, 39(3), 41–48.
Chapanis, A. (1961). Men, machines, and models. American Psychologist, 16, 113–131.
Chaplot, V., Saleh, A., & Jaynes, D. B. (2005). Effect of the accuracy of spatial rainfall information on the modeling of water, sediment, and NO3-N loas at the watershed level. Journal of Hydrology, 312, 223–234.
Cheng, P. W., & Holyoak, K. J. (1985). Pragmatic reasoning schemas. Cognitive Psychology, 17, 391–426.
Christensen, G. L., & Olson, J. C. (2002). Mapping consumers’ mental models with ZMET. Psychology and Marketing, 19(6), 477–502.
Clariana, R. B., & Strobel, J. (2008). Modeling Technologies. In J. M. Spector, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 329–344). New York, NY: Lawrence Erlbaum.
Clement, J. (1979). Students’ preconceptions in introductory mechanics. The American Journal of Physics, 50(1), 66–71.
*Clement, J. (2000). Model construction in scientists and students.Case studies of imagery, analogy, and physical intuition. Mahwah, NJ: Erlbaum
Clement, J. (2008). Creative model construction in scientists and students: The Role of imagery, analogy, and mental simulation. Dordrecht: Springer.
Clement, J., & Rea-Ramirez, M. A. (Eds.). (2008). Model-based learning and instruction in science. Dordrecht: Springer.
Clement, J. J., & Steinberg, M. S. (2002). Step-wise evolution of mental models of electric circuits: A “learning-aloud” case study. The Journal of the Learning Sciences, 11(4), 389–452.
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.
Cone, J., & Winters, K. (2011). Mental models interviewing for more-effective communication. Corvallis, OR: Oregon Sea Grant.
Craig, P. A. (2001). Situational awareness: Controlling pilot error. New York, NY: McGraw-Hill.
Craik, K. J. W. (1943). The nature of explanation. Cambridge: Cambridge University Press.
Darabi, A. A., Nelson, D. W., & Seel, N. M. (2009). Progression of mental models throughout the phases of a computer-based instructional simulation: Supportive information, practice, and performance. Computers in Human Behavior, 25, 723–730.
Doerr, H. (2006). Teachers’ ways of listening and responsing to students’ emerging mathematical models. ZDM—The International Journal on Mathematics Education, 38(3), 255–268.
Dougherty, M. R., Franco-Watkins, A. M., & Thomas, R. (2008). Psychological plausibility of the theory of probabilistic mental models and the fast and frugal heuristics. Psychological Review, 115(1), 199–213.
Doyle, J. K., Radzicki, M. J., & Trees, W. S. (2008). Measuring change in mental models of complex dynamic systems. In H. Qudrat-Ullah, M. J. Spector, & P. Davidsen (Eds.), Complex decision making: Theory and practice (pp. 269–294). Berlin: Springer.
Druskat, V. U., & Pescosolido, A. T. (2002). The content of effective teamwork mental models in self-managing teams: Ownership, learning and heedful interrelating. Human Relations, 55(3), 283–314.
Eckblad, G. (1981). Scheme theory. A conceptual framework for cognitive-motivational processes. London: Academic Press.
Endsley, M. R. (1995). Toward a theory of situation awareness in dynamic systems. Human Factors, 37(1), 32–64.
Endsley, M. R. (2000). Situation models: An avenue to the modelling of mental models. Proceedings of the 14th Triennial Congress of the International Ergonomics Association and the 44th Annual Meeting of the Human Factors and Ergonomics Society. Santa Monica, CA: HFES.
English, L. (1997). Analogies, metaphors, and images: Vehicles for mathematical reasoning. In L. English (Ed.), Mathematical reasoning, analogies, metaphors, and images (pp. 4–18). Mahwah, NJ: Lawrence Erlbaum.
English, L. D., & Watters, J. J. (2005). Mathematical modeling in the early school years. Mathematics Education Research Journal, 16(3), 58–79.
Eppler, M. (2007). Knowledge communication problems between experts and decision makers: an overview and classification. Electronic Journal of Knowledge Management, 5(3), 291–300.
Etkina, E., Warren, A., & Gentile, M. (2005). The role of models in physics instruction. Physics Teacher, 43, 15–20.
Evans, J. S. B. T. (1982). The psychology of deductive reasoning. London: Routledge and Kegan Paul.
Evans, J. S., & Over, D. E. (1996). Rationality and reasoning. East Sussex, England: Psychology Press.
Falzer, P. R. (2004). Cognitive schema and naturalistic decision making in evidence-based practices. Journal of Biomedical Informatics, 37(2), 86–98.
Fiedler, K. (2001). Affective states trigger processes of assimilation and accommodation. In L. L. Martin & G. L. Clore (Eds.), Theories of mood and cognition: A user’s guidebook (pp. 85–98). Mahwah, NJ: Lawrence Erlbaum Associates.
Forbus, K. D., & Gentner, D. (1997). Qualitative mental models: Simulations or memories? In Proceedings of the Eleventh International Workshop on Qualitative Reasoning. Italy: Cortona.
Garnham, A. (2001). Mental models and the interpretation of anaphora. East Sussex, U.K.: Psychology Press.
Garrod, S. C., & Anderson, A. (1987). Saying what you mean in dialogue: A study in conceptual and semantic coordination. Cognition, 221, 181–218.
Gentner, D., & Stevens, A. L. (Eds.). (1983). Mental models. Hillsdale, NJ: Erlbaum.
Gigerenzer, G., Hoffrage, U., & Kleinbölting, H. (1991). Probabilistic mental models: A Brunswikian theory of confidence. Psychological Review, 98(4), 506–528.
Goetz, T., Preckel, F., Pekrun, R., & Hall, N. C. (2007). Emotional experiences during test taking. Does cognitive ability make a difference? Learning and Individual Differences, 17, 3–16.
Greeno, J. G. (1989). Situations, mental models, and generative knowledge. In D. Klahr & K. Kotovsky (Eds.), Complex information processing (pp. 285–318). Hillsdale, NJ: Lawrence Erlbaum.
Groesser, S. (2012). Mental model of dynamic systems. In N. M. Seel (Ed.), The encyclopedia of the sciences of learning (Vol. 5, pp. 2195–2200). New York, NY: Springer.
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299.
Glaser, R. (1990). The reemergence of learning theory within instructional research. American Psychologist, 45(1), 29–39.
Guermond, Y. (2008). The modeling process in geography. From determinism to complexity. Hoboken, NJ: Wiley.
Hacker, W. (1977).Bedeutung und Analyse des Gedächtnissesfür die Arbeits- und Ingenieurpsychologie—zuGedächtnisanforderungen in der psychischen Regulation von Handlungen. In F. Klix & H. Sydow (Hrsg.), ZurPsychologie des Gedächtnisses (S. 150–174). Bern: Huber.
Haig, K. M., Sutton, S., & Whittington, J. (2006). SBAR: A shared mental model for improving communication between clinicians. Journal on Quality and Patient Safety, 32(3), 167–175.
*Halford, G. S. (1993). Children´s understanding. The development of mental models. Hillsdale, NJ: Lawrence Erlbaum.
Halford, G. S., Bain, J. D., Maybery, M. T., & Andrews, G. (1998). Induction of relational schemas: Common processes in reasoning and complex learning. Cognitive Psychology, 35(3), 201–245.
Heyworth, R. M., & Briggs, J. G. R. (2007). Science in focus: Chemistry ‘N’ level (2nd ed.). Singapore: Pearson Education.
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65–97). New York, NY: Macmillan.
Hodgson, T. (1995). Secondary mathematics modeling: Issues and challenges. School Science and Mathematics, 95(7), 351–358.
Holland, J., Holyoak, K. J., Nisbett, R. E., & Thagard, P. (1986). Induction: Processes of inference, learning, and discovery. Cambridge, MA: MIT Press.
Holyoak, K. J., & Thagard, P. (1995). Mental leaps. Analogy in creative thought. Cambridge, MA: MIT Press.
Hu, C. H., Si, X. S., & Yang, J. B. (2010). System reliability prediction model based on evidential reasoning algorithm with nonlinear optimization. Expert Systems with Applications, 37, 2550–2562.
Ifenthaler, D., Masduki, I., & Seel, N. M. (2011). The mystery of cognitive structures and how we can detect it: Tracking the development of cognitive structures over Time. Instructional Science, 39, 41–61.
Ifenthaler, D., Pirnay-Dummer, P., & Seel, N. M. (Eds.). (2010). Computer-based diagnostics and systematic analysis of knowledge. New York, NY: Springer.
Ifenthaler, D., & Seel, N. M. (2005). The measurement of change: Learning-dependent progression of mental models. Technology, Instruction, Cognition and Learning, 2(4), 321–340.
Ifenthaler, D., & Seel, N. M. (2011). A longitudinal perspective on inductive reasoning tasks. Illumi-nating the probability of change. Learning and Instruction, 21(4), 538–549.
Ifenthaler, D., & Seel, N. M. (2012). Mental models and coping: Effects of experimentally induced emotions on inductive reasoning. Paper presented at the·AERA Annual Meeting, Vancouver, BC, Canada.
Jacobson, M. J. (2000). Problem solving about complex systems: Differences between experts and novices. In B. Fishman & S. O’Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 14–21). Mahwah, NJ: Erlbaum.
Johnson, T., & Krems, J. (2001). Use of current explanations in multicausal abductive reasoning. Cognitive Science, 25, 903–939.
Johnson-Laird, P. N. (1983). Mental models. Towards a cognitive science of language, inference, and consciousness. Cambridge, UK: Cambridge University Press.
Johnson-Laird, P. N. (1989). Mental models. In M. I. Posner (Ed.), Foundations of cognitive science (pp. 469–499). Cambridge, MA: The MIT Press.
Johnson-Laird, P. N. (1994). A model theory of induction. International Studies in the Philosophy of Science, 8, 5–29.
Johnson-Laird, P. N. (2004). The history of mental models. In K. Manktelow & M. C. Chung (Eds.), Psychology of reasoning: Theoretical and historical perspectives (pp. 179–212). New York, NY: Psychology Press.
Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking. Columbus, OH: Prentice-Hall.
Jonassen, D. H., & Cho, Y. H. (2008). Externalizing mental models with mindtools. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction. Essays in the honor of Norbert M. Seel (pp. 145–159). New York, NY: Springer.
Kahneman, D., & Tversky, A. (1979). Prospect theory: An analysis of decisions under risk. Econometrica, 47, 263–291.
Khemlani, S. S., & Johnson-Laird, P. N. (2011). The need to explain. The Quarterly Journal of Experimental Psychology, 64, 1–13.
Kieras, D. E. (1985). The why, when, and how of cognitive simulation: A tutorial. Behavior Research Methods, Instruments, & Computers, 17(2), 279–285.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
Kirwan, B., & Ainsworth, L. K. (1992). A Guide to task analysis. London: Taylor & Francis.
Klein, G. (1989). Recognition-primed decisions. Advances in Man–Machine Systems Research, 5, 47–92.
Klein, G., & Calderwood, R. (1991). Decision models: Some lessons from the field. IEEE Transactions on Systems, Man, and Cybernetics, 21(5), 1018–1026.
Klein, G., Calderwood, R., & Clinton-Cirocco, A. (1986). Rapid decision making on the fire ground. In Proceedings 30th annual human factors society (pp. 576–580). Santa Monica, CA: Human Factors Society.
Köhler, W. (1947). Gestalt psychology: An introduction to new concepts in modern psychology. New York, NY: Liveright Publishing.
Krohne, H. W., Pieper, M., Knoll, N., & Breimer, N. (2002). The cognitive regulation of emotions. The role of success versus failure experience and coping dispositions. Cognition and Emotion, 16(2), 217–243.
Kuhl, J. (1983). Emotion, kognition und motivation. I: Auf dem Weg zu einer systemtheoretischen Betrachtung der Eomtionsgenese. Sprache und Kognition, 2, 1–27.
Kurland, D. M., & Pea, R. D. (1985). Children’s mental models of recursive Logo programs. Journal of Educational Computing Research, 1(2), 235–243.
Laubichler, M. D., & Müller, G. B. (Eds.). (2007). Modeling biology. Cambridge, MA: MIT Press.
Lehrer, R. (2009). Designing to develop disciplinary dispositions: Modeling natural systems. The American Psychologist, 64(8), 759–771.
Lehrer, R., Kim, M., & Schauble, L. (2007). Supporting the development of conceptions of statistics by engaging students in modeling and measuring variability. International Journal of Computers for Mathematical Learning, 12, 195–216.
Lehrer, R., & Pritchard, C. (2002). Symbolizing space into being. In K. Gravemeijer, R. Lehrer, B. van Oers, & L. Verschaffel (Eds.), Symbolizing, modeling and tool use in mathematics education (pp. 59–86). Dordrecht, The Netherlands: Kluwer.
Lehrer, R., & Schauble, L. (2003). Origins and evolution of model-based reasoning in mathematics and science. In R. Lesh & H. M. Doerr (Eds.), Beyond constructivism. Models and modelling perspectives on mathematics problem solving, learning, and teaching (pp. 59–70). Mahwah, NJ: Lawrence Erlbaum.
Lehrer, R., & Schauble, L. (2006). Cultivating model-based reasoning in science education. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 371–387). Cambridge, UK: Cambridge University Press.
Lehrer, R., & Schauble, L. (2010). What kind of explanation is a model? In M. K. Stein & L. Kucan (Eds.), Instructional explanations in the disciplines (pp. 9–22). New York, NY: Springer.
Lesh, R. (2006). Modeling students modeling abilities: The teaching and learning of complex systems in education. The Journal of the Learning Sciences, 15(1), 45–52.
Lesh, R., & Doerr, H. M. (2000). Symbolizing, communicating, and mathematizing: Key components of models and modeling. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms. Perspectives on discourse, tools, and instructional design (pp. 361–383). Mahwah, NJ: Erlbaum.
*Lesh, R., & Doerr, H. M. (Eds.) (2003). Beyond constructivism: A models and modeling perspective on mathematics problem solving, learning and teaching. Hillsdale, NJ: Lawrence Erlbaum.
Lesh, R., & Sriraman, B. (2005). Mathematics education as a design science. ZentralblattfürDidaktik der Mathematik, 37(6), 490–505.
*Magnani, L. (2009). Abductive cognition. The epistemological and ego-cognitive dimensions of hypothetical reasoning. Berlin/Heidelberg: Springer
Mandl, H., & Levin, J. R. (Eds.). (1989). Knowledge acquisition from text and pictures. Amsterdam: North-Holland.
Mandler, J. M. (1984). Stories, scripts, and scenes: Aspects of schema theory. Hillsdale, NJ: Erlbaum.
Markman, A. B. (1998). Knowledge representation. Mahwah, NJ: Erlbaum.
Marshall, S. (1995). Schemas in problem solving. New York, NY: Cambridge University Press.
Mathieu, J. E., Heffner, T. S., Goodwin, G. F., Salas, E., & Cannon-Bowers, J. A. (2000). The influence of shared mental models on team process and performance. Journal of Applied Psychology, 85(2), 273–283.
Mayer, R. E. (1989). Models for understanding. Review of Educational Research, 59(1), 43–64.
McClary, L., & Talanquer, V. (2011). College chemistry students’ mental models of acids and acid strength. Journal of Research in Science Teaching, 48(4), 396–413.
Mohammed, S., Klimoski, R., & Rentsch, J. (2000). The measurement of team mental models: We have no shared schema. Organizational Research Methods, 3(2), 123–165.
*Morgan, M. G., Fischhoff, B., Bostrom, A., & Atman, C. J. (2002). Risk communication: A mental models approach. New York, NY: Cambridge University Press.
Norman, D. A. (1983). Some observations on mental models. In D. Gentner & A. L. Stevens (Eds.), Mental models (pp. 7–14). Hillsdale, NJ: Lawrence Erlbaum.
Norman, D. A., & Rumelhart, D. E. (1978). Gedächtnis und Wissen. In D. A. Norman & D. E. Rumelhart (Hrsg.), Strukturen des Wissens.Wege der Kognitionsforschung (S. 21–47). Stuttgart: Klett-Cotta.
Oliver, K., & Hannafin, M. J. (2001). Developing and refining mental models in open-ended learning environments: A case study. Educational Techology Research and Devlopment, 49(4), 5–32.
Pearson, R. G., et al. (2006). Model-based uncertainty in species range prediction. Journal of Biogeography, 33, 1704–1711.
Peirce, C. S. (1883). Studies in logic. Boston, MA: Little, Brown & Co.
Penner, D. E. (2001). Cognition, computers, and synthetic science: Building knowledge and meaning through modeling. Review of Research in Education, 25, 1–35.
Penner, D. E., Giles, N. D., Lehrer, R., & Schauble, L. (1997). Building functional models: Designing an elbow. Journal of Research in Science Teaching, 34(2), 1–20.
Penner, D. E., Lehrer, R., & Schauble, L. (1998). From physical models to biomechanics: A design-based modeling approach. The Journal of the Learning Sciences, 7(3 & 4), 429–449.
Piaget, J. (1945). La formation du symbole chez l’enfant. Imitation, jeu et rêve, image et représen-tation. Neuchatel: Delachaux et Niestlé S.A.
Piaget, J. (1976). Die Äquilibration der kognitiven Strukturen. Stuttgart: Klett.
Pirnay-Dummer, P., Ifenthaler, D., & Spector, J. M. (2010). Highly integrated model assessment technology and tools. Educational Technology Research and Development, 58(1), 3–18.
Prinz, W. (1983). Wahrnehmung und Tätigkeitssteuerung. Heidelberg: Springer.
Rickheit, G., & Habel, C. (Eds.). (1999). Mental models in discourse processing and reasoning. Amsterdam: Elsevier.
Rips, L. J. (1987). Mental muddles. In M. Brand & R. M. Harnish (Eds.), The representation of knowledge and belief (pp. 259–286). Tucson: University of Arizona Press.
Rumelhart, D. E., Smolensky, P., McClelland, J. L., & Hinton, G. E. (1986). Schemata and sequential thought processes in PDP models. In J. L. McClelland & D. E. Rumelhart (Eds.), Parallel distributed processing. Explorations in the microstructure of cognition. Volume 2: Psychological and biological models (pp. 7–57). Cambridge, MA: MIT Press.
Sasse, M. (1991). How to t(r)ap users’ mental models. In M. J. Tauber & D. Ackermann (Eds.), Mental models and human-computer interaction 2 (pp. 59–79). Amsterdam: North Holland.
Schaffernicht, M. (2006). Detecting and monitoring change in models. System Dynamics Review, 22(1), 73–88.
Schaffernicht, M., & Groesser, S. N. (2011). A comprehensive method for comparing mental models of dynamic systems. European Journal of Operational Research, 210(1), 57–67.
Scheele, B., & Groeben, N. (1984). Die Heidelberger Struktur-Lege-Technik (SLT): Eine Dialog-Konsens-MethodezurErhebungsubjektiverTheorienmittlererReichweite. Weinheim: Beltz.
Schichl, H. (2004). Models and the history of models. In J. Kallrath (Ed.), Modeling languages in mathematical optimization (pp. 279–292). Boston: Kluwer.
Schnotz, W. (2002). WissenserwerbmitTexten, Bildern und Diagrammen. In L. J. Issing & P. Klimsa (Hrsg.), Information und Lernenmit Multimedia und Internet (3., vollst. überarb. Aufl., S. 65–81). Weinheim: PsychologieVerlags Union.
Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13, 141–156.
Schorr, R., & Koellner-Clarke, K. (2003). Using a modeling approach to analyze the ways in which teachers consider new ways to teach mathematics. Mathematical Thinking and Learning, 5(2, 3), 109–130.
Schvaneveldt, R. W. (1990). Pathfinder associative networks: Studies in knowledge organization. Norwood, NJ: Ablex.
Schwarz, N. (2000). Emotion, cognition, and decision making. Cognition and Emotion, 14, 433–440.
Seel, N. M. (1986). Wissenserwerb durch Medien und “mentale Modelle”. Unterrichtswissenschaft, 14(4), 384–401.
Seel, N. M. (1991). Weltwissen und mentaleModelle. Göttingen: Hogrefe.
Seel, N. M. (1999). Educational diagnosis of mental models: Assessment problems and technology-based solutions. Journal of Structural Learning and Intelligent Systems, 14(2), 153–185.
Seel, N. M. (2003). Model-centered learning and instruction. Technology, Instruction, Cognition and Learning, 1(1), 59–85.
Seel, N. M. (2006). Mental models and complex problem solving. Instructional effects. In J. Elen & R. E. Clark (Eds.), Handling complexity in learning environments. Theory and research (pp. 43–66). Amsterdam: Kluwer.
Seel, N. M. (2009). Bonjour triste sse: Why don’t we research as we have been taught? Methodological considerations on simulation-based modelling. Technology, Instruction, Cognition and Learning, 6(3), 151–176.
Seel, N. M. (2012). Context and semantic sensitivity in learning. In N. M. Seel (Ed.), The Encyclopedia of the sciences of learning (pp. 790–794). New York, NY: Springer.
Seel, N. M., & Dinter, F. R. (1995). Instruction and mental model progression: Learner-dependent effects of teaching strategies on knowledge acquisition and analogical transfer. Educational Research and Evaluation, 1(1), 4–35.
Seel, N. M., & Ifenthaler, D. (2012). Learning-dependent progression of mental models. In N. M. Seel (Ed.), The Encyclopedia of the sciences of learning (pp. 2032–2036). New York, NY: Springer.
Seel, N. M., Ifenthaler, D., & Pirnay-Dummer, P. (2009). Mental models and problem solving: Technological solutions for measurement and assessment of the development of expertise. In P. Blumschein, W. Hung, D. H. Jonassen, & J. Strobel (Eds.), Model-based approaches to learning: Using systems models and simulations to improve understanding and problem solving in complex domains (pp. 17–40). Rotterdam: Sense Publishers.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organizations. New York, NY: Doubleday/Currency.
Shavelson, R. J., Phillips, D. C., Towne, L., & Feuer, M. (2003). On the science of education design studies. Educational Researcher, 32(1), 25–28.
Sparkes, J., & Huf, S. (2003). Mental models theory and military decision-making: A pilot experimental model. Edinburgh, South Australia: DSTO Systems Sciences Laboratory.
Stachowiak, H. (1973). Allgemeine Modelltheorie. Wien: Springer.
Steiger, D. N., & Steiger, N. M. (2009). Discovering a decision maker’s mental model with instance-based cognitive mining: A theoretical justification and implementation. Interdisciplinary Journal of Information, Knowledge, and Management, 4, 1–22.
Steinbuch, K. (1961). Automat und Mensch. Heidelberg: Übermenschliche und maschinelleIntelligenz.
Stewart, N., Chater, N., Stott, H. P., & Reimers, S. (2003). Prospect relativity: How choice options influence decision under risk. Journal of Experimental Psychology, 102, 269–283.
Stewart, J., Hafner, R., Johnson, S., & Finkel, E. (1992). Science as model building: Computers and high-school genetics. Educational Psychologist, 27(3), 317–336.
Stott, P. A., Jones, G. S., Lowe, J. A., Thorne, P., Durman, C., Johns, T. C., et al. (2006). Transient climate simulations with the HadGEM1 climate model: Causes of past warming and future climate change. Journal of Climate, 19, 2763–2782.
Veldhuyzen, W., & Stassen, H. G. (1977). The internal model concept: An application to modelling human control of large ships. Human Factors, 19, 367–380.
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535–585.
Wang, W. (2007). An adaptive predictor for dynamic systems forecasting. Mechanical Systems and Signal Processing, 21, 809–823.
Wartofsky, M. W. (1979). Models. Representation and the scientific understanding. Dordrecht: Reidel Publishing.
Wittgenstein, L. (1922). Tractatus Logico-Philosophicus. New York: Harcourt.
Wilhelm, O. (2004). Measuring reasoning ability. In O. Wilhelm & R. W. Engle (Eds.), Handbook of understanding and measuring intelligence (pp. 373–392). Thousand Oaks, CA: Sage Publications.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media New York
About this chapter
Cite this chapter
Seel, N.M. (2014). Model-Based Learning and Performance. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_37
Download citation
DOI: https://doi.org/10.1007/978-1-4614-3185-5_37
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-3184-8
Online ISBN: 978-1-4614-3185-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)