Model-based Learning (Copy from my ICT blog)

ICT in Teaching and Learning

-          Model-based Learning in the context of simulations

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This Webquest tries to introduce the theory of Model-based learning in context of simulations. The topic in this case will be learning of greenhouse effect. You are asked to externalize your own conception or mental model of the issue, and after that you are asked to study and model again the topic with a simulation. The purpose of this is to

a) introduce the model-based learning theory/approach of science teaching

b) introduce computer based simulation as a learning tool

c) Introduce the Webquest as instructional design model

d) consider possibilities of information and communication technology (ICT) as  collaborative learning environment

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The following model is taken from an online journal concerning Science Education and Technology and it represents hypothesis testing on a metacognitive level 

 (http://dx.doi.org/10.1023/B:JOST.0000019636.06814.e3).

  - View model on page 24 in the journal

The role of models in learning

•  Learners are active in their own learning processes and they are incouraged to constantly develop and seek more information – you could actually say that when the models are implemented successfully the pupils are going towards becoming expert learners (McKeugh, Anne et al.: Teaching Transfer).

• They are transferring knowledge, constantly hypothysis testing and through guidance and corrections their hypothysis are developed, preventing fossilization of incorrect hypothysis. By constantly assimilating new knowledge to former knowledge (in form of a model) they gradually accommodate more ”truths” and end up with a some what final hypothysis – although the whole point is that there is never a ”final hypothysis” as they will always develop as the scope of knowledge increases.

•  Self-assessment is naturally incorperated in the process where the pupils are very much left to themselves with the necessary info about useful learning tools and access to guided help from teachers

• A well planned webquest can do all of the above

An experiment using models and webquest

1.      Individual work: roughly sketch (5 min) on a paper your model of the greenhouse effect, the role of the globe, atmosphere, light, radiation, gases etc.

2.      Work in pairs: Run the simulation of greenhouse effect http://phet.colorado.edu/en/simulation/greenhouse and make a report about these:

a.      make general overview of the issue (corrections to your sketch?)

Based on the information I got from my partner and the greenhouse simulation I did some changes to my model which made me go a bit more in to debt with the principles of global warming. My first hypothysis was not wrong but was quite superficial and this resulted in me not knowing enough about the topic/issue. I basically discovered things about my hypothysis on my own with the main help coming from being forced to transfer former knowledge, cooperating with my partner and using IT based tools such as the simulater and webquest.

b.      Do you know enough about the about the atmosphere?

I discovered that the knowledge one has about the atmosphere, the layers, and different gasses in the atmosphere are crucial to one’s understanding of the subject or topic of the greenhouse effect. In the role of the teacher, I would say that making sure the students know something about the different functions of the atmosphere is important at some point in the process of this project. This can be done through various ways such as the sources mentioned in the model above, simulations, diagrams, tables, graphs, webquests etc.

c. What are the main things affecting to phenomena:

The simulation allows the user to run different experiements that can add to his or her current hypothysis concerning the subject. An example is the amount of greenhouse gasses in the atmosphere. The amount of greenhouse gasses follows the temperature – are there few greenhouse gasses the temperature will be low. This experiment can be built out by adding layers of greenhouse planes (glass) where the pupil can see that the infrared solarbeams can go through the glass when hitting the Earth, but can not leave the earth again. This will allow them to make modifications to their hypothysis and draw on former knowledge i.e. transfer of knowledge. 

c.       run the simulations at least when there are: gas concentration is none and lots, 1750, Today, report your observations

And again. Running the above mentioned simulations will allow the learner to discover more about the hypothysis of the greenhouse effect. They will see which effect the gas concentration has on the temperature as well as seeing the temperatures and gas concentrations in the 18^th century (where they might notice that there are no factories).

4 Try to make short text about: Our experience of Model-based learning in the context of simulation of the greenhouse effect. (one comment about webquest).

See the beginning of this paper for the learning taking place in this particular simulation and webquest.