메뉴 건너뛰기




Volumn , Issue , 2005, Pages 65-90

Designing model-centered learning environments: Hocus-pocus or the focus must strictly be on locus

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84865250163     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410613684     Document Type: Chapter
Times cited : (5)

References (78)
  • 4
    • 0031512870 scopus 로고    scopus 로고
    • Learning generic mechanisms for innovative strategies in adaptive design
    • Bhatta, S. R., Goel, A. (1997). Learning generic mechanisms for innovative strategies in adaptive design. Journal of the Learning Sciences, 6(4), 367-396.
    • (1997) Journal of the Learning Sciences , vol.6 , Issue.4 , pp. 367-396
    • Bhatta, S.R.1    Goel, A.2
  • 5
    • 0041944816 scopus 로고
    • The role of the user model in learning as an internally and externally directed activity
    • In D. Ackermann & M. J. Tauber (Eds.), Amsterdam: Elsevier
    • 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.
    • (1990) Mental models and human- computer interaction , vol.1 , pp. 195-208
    • Briggs, P.1
  • 8
    • 0002768790 scopus 로고
    • Learning style and program design in interactive multimedia
    • Carlson, H. L. (1991). Learning style and program design in interactive multimedia. Educational Technology Research and Development, 39(3), 41-48.
    • (1991) Educational Technology Research and Development , vol.39 , Issue.3 , pp. 41-48
    • Carlson, H.L.1
  • 9
    • 0030538083 scopus 로고    scopus 로고
    • Incorporating cognitive apprenticeship in multimedia
    • Casey, C. (1996). Incorporating cognitive apprenticeship in multimedia. Educational Technology Research and Development, 44(1), 71-84.
    • (1996) Educational Technology Research and Development , vol.44 , Issue.1 , pp. 71-84
    • Casey, C.1
  • 10
    • 0032271232 scopus 로고    scopus 로고
    • The subgoal learning model: Creating better examples so that students can solve novel problems
    • Catrambone, R. (1998). The subgoal learning model: Creating better examples so that students can solve novel problems. Journal of Experimental Psychology: General, 127(4), 355-376.
    • (1998) Journal of Experimental Psychology: General , vol.127 , Issue.4 , pp. 355-376
    • Catrambone, R.1
  • 11
    • 21844485029 scopus 로고
    • Cognitive apprenticeship and its application to the teaching of smalltalk in a multimedia interactive learning environment
    • Chee, Y. S. (1995). Cognitive apprenticeship and its application to the teaching of smalltalk in a multimedia interactive learning environment. Instructional Science, 23, 133-161.
    • (1995) Instructional Science , vol.23 , pp. 133-161
    • Chee, Y.S.1
  • 12
    • 0032286871 scopus 로고    scopus 로고
    • Using explanatory knowledge during collaborative problem solving in science
    • Coleman, E. B. (1998). Using explanatory knowledge during collaborative problem solving in science. Journal of the Learning Sciences, 7(3-4), 387-427.
    • (1998) Journal of the Learning Sciences , vol.7 , Issue.3 , pp. 387-427
    • Coleman, E.B.1
  • 13
    • 85085411743 scopus 로고
    • Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics
    • In L. B. Resnick (Ed.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • 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 (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1989) Knowing, learning, and instruction , pp. 453-494
    • Collins, A.1    Brown, J.S.2    Newman, S.E.3
  • 15
    • 0039871486 scopus 로고    scopus 로고
    • Integrating the study of trigonometry, vectors, and force through modeling
    • Doerr, H. M. (1996). Integrating the study of trigonometry, vectors, and force through modeling. School Science and Mathematics, 96, 407-418.
    • (1996) School Science and Mathematics , vol.96 , pp. 407-418
    • Doerr, H.M.1
  • 16
    • 84905076783 scopus 로고    scopus 로고
    • IFETS Forum. Paper presented and discussed on IFETS Forum, May 1999. Retrieved April 9, 2004, from
    • Duchastel, P. (1999). Instructional design in the information age. IFETS Forum. Paper presented and discussed on IFETS Forum, May 1999. Retrieved April 9, 2004, from http://gmd.de/discussionss/discuss_may99.html
    • (1999) Instructional design in the information age
    • Duchastel, P.1
  • 17
    • 0032276448 scopus 로고    scopus 로고
    • The evolution of critical standards as students design hypermedia documents
    • Erickson, J., & Lehrer, R. (1998). The evolution of critical standards as students design hypermedia documents. Journal of the Learning Sciences, 7(3 & 4), 351-386.
    • (1998) Journal of the Learning Sciences , vol.7 , Issue.3-4 , pp. 351-386
    • Erickson, J.1    Lehrer, R.2
  • 20
    • 0004196619 scopus 로고
    • Hillsdale, NJ: Lawrence Erlbaum Associates
    • Gentner, D., & Stevens, A. L. (Eds.).(1983). Mental models. Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1983) Mental models
    • Gentner, D.1    Stevens, A.L.2
  • 21
    • 84879849104 scopus 로고    scopus 로고
    • April, Paper presented at the Annual Meeting of the American Education Research Association, San Diego, CA
    • Gibbons, A. S. (1998, April). Model-centered instruction. Paper presented at the Annual Meeting of the American Education Research Association, San Diego, CA.
    • (1998) Model-centered instruction
    • Gibbons, A.S.1
  • 22
    • 0002413777 scopus 로고
    • Toward a cognitive theory for the measurement of achievement
    • In R. R. Ronning, J. Glover, J. C. Conoley, J. C.Witt (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Glaser, R., Lesgold, A., & Lajoie, S. (1987). Toward a cognitive theory for the measurement of achievement. In R. R. Ronning, J. Glover, J. C. Conoley, J. C.Witt (Eds.), The influence of cognitive psychology on testing and measurement (pp. 41-85). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1987) The influence of cognitive psychology on testing and measurement , pp. 41-85
    • Glaser, R.1    Lesgold, A.2    Lajoie, S.3
  • 23
    • 0012495025 scopus 로고    scopus 로고
    • The attack on ISD: Have we got instructional design all wrong?
    • Gordon, I., & Zemke, R. (2000). The attack on ISD: Have we got instructional design all wrong? Training Magazine, 37, 43-53.
    • (2000) Training Magazine , vol.37 , pp. 43-53
    • Gordon, I.1    Zemke, R.2
  • 25
    • 0002814861 scopus 로고
    • Situations, mental models, and generative knowledge
    • In D. Klahr & K. Kotovsky (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • 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 Associates.
    • (1989) Complex information processing , pp. 285-318
    • Greeno, J.G.1
  • 26
    • 84905063858 scopus 로고
    • The future of instructional design
    • In L. J. Briggs, K. L. Gustafson, & M. H. Tillman (Eds.), Englewood Cliffs, NJ: Educational Technology
    • Gustafson, K. L., Tillman, M. H., Childs, J.W. (1992). The future of instructional design. In L. J. Briggs, K. L. Gustafson, & M. H. Tillman (Eds.), Instructional design: Principles and applications (pp. 451-467). Englewood Cliffs, NJ: Educational Technology.
    • (1992) Instructional design: Principles and applications , pp. 451-467
    • Gustafson, K.L.1    Tillman, M.H.2    Childs, J.W.3
  • 27
    • 84879863645 scopus 로고
    • Bedeutung und Analyse des Gedächtnisses für die Arbeits- und Ingenieurpsychologie-zu Gedächtnisanforderungen in der psychischen Regulation von Handlungen
    • In F. Klix H. Sydow(Eds.), Bern: Huber
    • Hacker, W. (1977). Bedeutung und Analyse des Gedächtnisses für die Arbeits- und Ingenieurpsychologie-zu Gedächtnisanforderungen in der psychischen Regulation von Handlungen. In F. Klix H. Sydow(Eds.), Zur Psychologie des Gedächtnisses (pp. 150-174). Bern: Huber.
    • (1977) Zur Psychologie des Gedächtnisses , pp. 150-174
    • Hacker, W.1
  • 28
    • 1542399694 scopus 로고
    • Toward a modeling theory of physics instruction
    • Hestenes, D. (1987). Toward a modeling theory of physics instruction. American Journal of Physics, 55(5), 440-454.
    • (1987) American Journal of Physics , vol.55 , Issue.5 , pp. 440-454
    • Hestenes, D.1
  • 29
    • 0001720294 scopus 로고    scopus 로고
    • Of black and glass boxes: Scaffolding for doing and learning
    • Charlottesville, VA: Association for the Advancement of Computers in Education
    • Hmelo, C. E., & Guzdial, M. (1996). Of black and glass boxes: Scaffolding for doing and learning. In Proceedings of the Second International Conference on the Learning Sciences (pp. 128-133). Charlottesville, VA: Association for the Advancement of Computers in Education.
    • (1996) Proceedings of the Second International Conference on the Learning Sciences , pp. 128-133
    • Hmelo, C.E.1    Guzdial, M.2
  • 31
    • 0001527170 scopus 로고
    • The cognitive apprenticeship model in a technologically rich learning environment: Interpreting the learning interaction
    • Järvelä, S. (1995). The cognitive apprenticeship model in a technologically rich learning environment: Interpreting the learning interaction. Learning and Instruction, 5(3), 237-259.
    • (1995) Learning and Instruction , vol.5 , Issue.3 , pp. 237-259
    • Järvelä, S.1
  • 32
    • 84955742003 scopus 로고
    • Four points to remember: A tetrahedral model of memory experiments
    • In L. S. Cermak, & F. I. M. Craik (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Jenkins, J. J. (1979). Four points to remember: A tetrahedral model of memory experiments. In L. S. Cermak, & F. I. M. Craik (Eds.), Levels of processing in human memory (pp. 429-446). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1979) Levels of processing in human memory , pp. 429-446
    • Jenkins, J.J.1
  • 34
    • 0002969301 scopus 로고
    • Mental models
    • In M. I. Posner (Ed.), Cambridge, MA: MIT Press
    • Johnson-Laird, P. N. (1989). Mental models. In M. I. Posner (Ed.), Foundations of cognitive science (pp. 469-499). Cambridge, MA: MIT Press.
    • (1989) Foundations of cognitive science , pp. 469-499
    • Johnson-Laird, P.N.1
  • 36
    • 0003229609 scopus 로고
    • The representational roles of technology in connecting mathematics with authentic experience
    • In R. Biehler, R.W. Scholz, R. Sträβer, & B. Winkelmann (Eds.), Dordrecht: Kluwer
    • Kaput, J. J. (1994). The representational roles of technology in connecting mathematics with authentic experience. In R. Biehler, R.W. Scholz, R. Sträβer, & B. Winkelmann (Eds.), Didactics of mathematics as a scientific discipline (pp. 379-397). Dordrecht: Kluwer.
    • (1994) Didactics of mathematics as a scientific discipline , pp. 379-397
    • Kaput, J.J.1
  • 38
    • 0005135126 scopus 로고
    • Modelle zur internen Repräsentation komplexer technischer Systeme
    • Kluwe, R. H., & Haider, H. (1990). Modelle zur internen Repräsentation komplexer technischer Systeme. Sprache & Kognition, 9(4), 173-192.
    • (1990) Sprache & Kognition , vol.9 , Issue.4 , pp. 173-192
    • Kluwe, R.H.1    Haider, H.2
  • 39
    • 0002548252 scopus 로고
    • Apprenticeship training in the workplace: Computer-coached practice environment as a new form of apprenticeship
    • Lajoie, S. P., & Lesgold, A. (1989). Apprenticeship training in the workplace: Computer-coached practice environment as a new form of apprenticeship. Machine-Mediated Learning, 3, 7-28.
    • (1989) Machine-Mediated Learning , vol.3 , pp. 7-28
    • Lajoie, S.P.1    Lesgold, A.2
  • 42
  • 43
    • 0033267360 scopus 로고    scopus 로고
    • Maximizing constructivist learning from multimedia communication by minimizing cognitive load
    • Mayer, R. E., Moreno, R., Boire, M., Vagge, S. (1999). Maximizing constructivist learning from multimedia communication by minimizing cognitive load. Journal of Educational Psychology, 91(4), 638-643.
    • (1999) Journal of Educational Psychology , vol.91 , Issue.4 , pp. 638-643
    • Mayer, R.E.1    Moreno, R.2    Boire, M.3    Vagge, S.4
  • 44
    • 0039044850 scopus 로고
    • The new component design theory: Instructional design for courseware authoring
    • Merrill, M. D. (1987). The new component design theory: Instructional design for courseware authoring. Instructional Science, 16, 19-34.
    • (1987) Instructional Science , vol.16 , pp. 19-34
    • Merrill, M.D.1
  • 45
    • 0003987431 scopus 로고
    • Englewood Cliffs, NJ: Educational Technology Publications
    • Merrill, M. D. (1994). Instructional design theory. Englewood Cliffs, NJ: Educational Technology Publications.
    • (1994) Instructional design theory
    • Merrill, M.D.1
  • 46
    • 33749991999 scopus 로고    scopus 로고
    • Knowledge objects and mental models
    • In D. A.Wiley (Ed.), Retrieved April 9, 2004, from
    • Merrill, M. D. (2000). Knowledge objects and mental models. In D. A.Wiley (Ed.), The instructional use of learning objects. Retrieved April 9, 2004, fromhttp://reusability.org/read/chapters/merrill.doc
    • (2000) The instructional use of learning objects
    • Merrill, M.D.1
  • 47
    • 53149110812 scopus 로고
    • Urbana-Champaign: Engineering Psychology Research Laboratory, University of Illinois
    • Moray, N. (1988). A lattice theory of mental models of complex systems. Urbana-Champaign: Engineering Psychology Research Laboratory, University of Illinois.
    • (1988) A lattice theory of mental models of complex systems
    • Moray, N.1
  • 48
    • 0007779306 scopus 로고    scopus 로고
    • Is there a place for instructional design in the information age?
    • Myers, K. L. (1999). Is there a place for instructional design in the information age? Educational Technology, 39(6), 50-53.
    • (1999) Educational Technology , vol.39 , Issue.6 , pp. 50-53
    • Myers, K.L.1
  • 50
    • 0002485160 scopus 로고
    • Some observations on mental models
    • In D. Gentner&A. L. Stevens (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • 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 Associates.
    • (1983) Mental models , pp. 7-14
    • Norman, D.A.1
  • 51
    • 84954643067 scopus 로고
    • The role of dialogue in providing scaffolded instruction
    • Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21(1 & 2), 73-98.
    • (1986) Educational Psychologist , vol.21 , Issue.1-2 , pp. 73-98
    • Palincsar, A.S.1
  • 52
    • 0034488394 scopus 로고    scopus 로고
    • Cognition, computers, and synthetic science: Building knowledge and meaning through modeling
    • Penner, D. E. (2001). Cognition, computers, and synthetic science: Building knowledge and meaning through modeling. Review of Research in Education, 25, 1-35.
    • (2001) Review of Research in Education , vol.25 , pp. 1-35
    • Penner, D.E.1
  • 53
    • 0032269396 scopus 로고    scopus 로고
    • From physical models to biomechanics:A design-based modeling approach
    • Penner, D. E., Lehrer, R. Schauble, L. (1998). From physical models to biomechanics:A design-based modeling approach. Journal of the Learning Sciences, 7(3-4), 429-449.
    • (1998) Journal of the Learning Sciences , vol.7 , Issue.3-4 , pp. 429-449
    • Penner, D.E.1    Lehrer, R.2    Schauble, L.3
  • 54
    • 0002089226 scopus 로고    scopus 로고
    • Learning fromworked-out examples: The effects of example variability and elicited self-explanations
    • Renkl, A., Stark, R., Gruber, H.,&Mandl, H. (1998). Learning fromworked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23, 90-108.
    • (1998) Contemporary Educational Psychology , vol.23 , pp. 90-108
    • Renkl, A.1    Stark, R.2    Gruber, H.3    Mandl, H.4
  • 56
    • 84867434289 scopus 로고
    • Ein experimenteller Beitrag zur Denkerziehung. Hannover: Schroedel
    • Riedel, K. (1973). Lehrhilfen zum entdeckenden Lernen. Ein experimenteller Beitrag zur Denkerziehung. Hannover: Schroedel.
    • (1973) Lehrhilfen zum entdeckenden Lernen
    • Riedel, K.1
  • 57
    • 33745641179 scopus 로고    scopus 로고
    • The future of instructional design: Results of a Delphi study
    • Ritchie, D., & Earnest, J. (1999). The future of instructional design: Results of a Delphi study. Educational Technology, 39(6), 35-42.
    • (1999) Educational Technology , vol.39 , Issue.6 , pp. 35-42
    • Ritchie, D.1    Earnest, J.2
  • 58
    • 0001591251 scopus 로고
    • Distinguishing types of superficial similarities: Different effects on the access and use of earlier problems
    • Ross, B. H. (1989). Distinguishing types of superficial similarities: Different effects on the access and use of earlier problems. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 456-468.
    • (1989) Journal of Experimental Psychology: Learning, Memory, and Cognition , vol.15 , pp. 456-468
    • Ross, B.H.1
  • 60
    • 0040422766 scopus 로고
    • How to t(r)ap users' mental models
    • In M. J. Tauber, & D. Ackermann (Eds.), Amsterdam: North-Holland
    • Sasse, M. (1991). How to t(r)ap users' mental models. In M. J. Tauber, & D. Ackermann (Eds.), Mental models and human-computer interaction (Vol. 2, pp. 59-79). Amsterdam: North-Holland.
    • (1991) Mental models and human-computer interaction , vol.2 , pp. 59-79
    • Sasse, M.1
  • 62
    • 0007064365 scopus 로고
    • Mental models, knowledge transfer, and teaching strategies
    • Seel, N. M. (1995). Mental models, knowledge transfer, and teaching strategies. Journal of Structural Learning, 12(3), 197-213.
    • (1995) Journal of Structural Learning , vol.12 , Issue.3 , pp. 197-213
    • Seel, N.M.1
  • 63
    • 0035629753 scopus 로고    scopus 로고
    • Epistemology, situated cognition, and mental models: "Like a bridge over troubled water
    • Seel, N. M. (2001). Epistemology, situated cognition, and mental models: "Like a bridge over troubled water." Instructional Science, 29(4-5), 403-428.
    • (2001) Instructional Science , vol.29 , Issue.4-5 , pp. 403-428
    • Seel, N.M.1
  • 66
    • 0037407137 scopus 로고    scopus 로고
    • Multimedia environments as cognitive tools for enhancing model-based learning and problem solving: An evaluation report
    • Seel, N. M., Schenk, K. (2003). Multimedia environments as cognitive tools for enhancing model-based learning and problem solving: An evaluation report. Evaluation and Program Planning, 26(2), 215-224.
    • (2003) Evaluation and Program Planning , vol.26 , Issue.2 , pp. 215-224
    • Seel, N.M.1    Schenk, K.2
  • 67
    • 0031496042 scopus 로고    scopus 로고
    • What's in dots-per-box? Conceptual bootstrapping with stripped-down visual analogies
    • Smith, C., & Unger, C. (1997). What's in dots-per-box? Conceptual bootstrapping with stripped-down visual analogies. Journal of the Learning Sciences, 6(2), 143-181.
    • (1997) Journal of the Learning Sciences , vol.6 , Issue.2 , pp. 143-181
    • Smith, C.1    Unger, C.2
  • 70
    • 0242589447 scopus 로고
    • Science as model building: Computers and high-school genetics
    • Stewart, J., Hafner, R., Johnson, S., & Finkel, E. (1992). Science as model building: Computers and high-school genetics. Educational Psychologist, 27(3), 317-336.
    • (1992) Educational Psychologist , vol.27 , Issue.3 , pp. 317-336
    • Stewart, J.1    Hafner, R.2    Johnson, S.3    Finkel, E.4
  • 74
    • 0017524505 scopus 로고
    • The internal model concept: An application to modelling human control of large ships
    • Veldhuyzen, W., & Stassen, H. G. (1977). The internal model concept: An application to modelling human control of large ships. Human Factors, 19, 367-380.
    • (1977) Human Factors , vol.19 , pp. 367-380
    • Veldhuyzen, W.1    Stassen, H.G.2
  • 75
    • 0001033441 scopus 로고
    • Modelling and coaching of relevant, metacognitive strategies for enhancing university student's learning
    • Volet, S. E. (1991). Modelling and coaching of relevant, metacognitive strategies for enhancing university student's learning. Learning and Instruction, 1(4), 319-336.
    • (1991) Learning and Instruction , vol.1 , Issue.4 , pp. 319-336
    • Volet, S.E.1
  • 78
    • 84963165486 scopus 로고
    • Thinker tools: Causal models, conceptual change, and science education
    • White, B. (1993). Thinker tools: Causal models, conceptual change, and science education. Cognition and Instruction, 10(1), 1-100.
    • (1993) Cognition and Instruction , vol.10 , Issue.1 , pp. 1-100
    • White, B.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.