Rendezvous with a quantum of learning

Understanding Models for Learning and Instruction

Volumn , Issue , 2008, Pages 105-143

  Pirnay Dummer, Pablo ^a  

^a UNIVERSITY OF FREIBURG   (Germany)

Author keywords

Design experiments; Effect metaphors; Learning and instruction; Learning instances; Mental model theory; Philosophy of science; Research methodology

Indexed keywords

EID: 84889957508     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-0-387-76898-4_6     Document Type: Chapter

References (55)

1. Al-Diban, S. (2002). Diagnose mentaler Modelle. Hamburg: Kovac.
2. Anderson, J.R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
3. Archer, R., Brockett, A.T., McDermott, P.L., Warwick, W., & Christ, R.E. (2006). A simulation-based tool to train rapid decision-making skills for the digital battlefield. Research Report 1859. Arlington, VA: U.S. Army Research Institute for the Behavioral and Social Sciences.
4. Ayer, A. J. (1959). Logical Positivism. Glencoe, IL: Free Press.
5. Curiel, J.M., Anhalt, M.D., Tran, J.J., & Yao, K.T. (2005). Developing situation awareness metrics in a synthetic battlespace environment. Interservice /Industry Training, Simulation, and Education Conference (I/ITSEC).
6. Bach, E. (1989). Informal lectures on formal semantics. New York, NY: State University of New York Press.
7. Blumschein, P. (2003). Eine Metaanalyse zur Effektivität multimedialen Lernens am Beispiel der Anchored Instruction. Freiburg: FreiDok.
8. Bracht, G., & Glass, G. (1975). Die externe Validität von Experimenten. In R. Schwarzer and K. Steinhagen, Adaptiver Unterricht. Zur Wechselwirkung von Schülermerkmalen und Unterrichtsmethoden (pp. 64-93). München: Kösel.
9. Braine, M., & O'Brein, D. (1998). Mental Logic. Mahwah, NJ: Erlbaum.
10. Breslow, N., & Clayton, D. (1993). Approximate inference in generalized linear mixed models, Journal of the American Statistical Association, 88, 925.
11. Brown, A. L. (1992). Design Experiments. Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings, The Journal of the Learning Sciences, 2(2), 141-178.
12. Campbell, D.T., & Stanley, J.C. (1966). Experimental and quasi-experimental designs for research. Chicago, IL: Rand McNally.
13. Carnap, R. (1950). The logical foundations of probability. Chicago: University of Chicago Press.
14. Carnap, R., & Stegmüller, W. (1958). Induktive Logik und Wahrscheinlichkeit. Wien: Springer.
15. Cooper, R., Fox, J., Farringdon, J., & Shallice, T. (1996). A systematic methodology for cognitive modelling, Artificial Intelligence, 85, 3-44.
16. 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: Erlbaum.
17. Dummer, P., & Ifenthaler, D. (2005). Planning and assessing navigation in model-centered learning environments. Why learners often do not follow the path laid out for them. In G. Chiazzese, M. Allegra, A. Chifari & S. Ottaviano (Eds.), Methods and technologies for learning (pp. 327-334). Southampton, Boston: WIT Press.
18. Ebbinghaus, H. (1885). Über das Gedächtnis. Leipzig: Duckner und Humbold.
19. Ernest, P. (1996). Varieties of constructivism: A framework for Comparison. In L.P. Steffe, P. Nesher, P. Cobb, G.A. Goldin, and B. Greer (Eds.), Theories of mathematical learning (pp. 335-350). Mahwah, NJ: Lawrence Erlbaum.
20. Eigler, G. (1998). Textkommunikation als Wechselspiel von Textverarbeiten und Textproduzieren. Unterrichtswissenschaft, 26(1), 51-66.
21. Einsiedler, W. (1997). Research on Instructional Methods. A European Perspective. In R. Tennyson, F. Schott, N.M. Seel, & S. Dijkstra, Instructional Design. International Perspective, Volume 1. Theory, Research and Models (pp. 269-291). Mahwah, NJ: Lawrence Erlbaum.
22. Endsley, M.R., & Smolensky, M.W. (1998). Situation awareness in air traffic control: The picture. In M. Smolensky & E. Stein (Eds.), Human factors in air traffic control (pp. 115-154). New York, NY: Academic Press.
23. Gibbons, A.S. (2001). Model-centered instruction. Journal of Structural Learning and Intelligent Systems, 14, 511-540.
24. Gittler, G., & Glück, J. (1998). Differential transfer of learning. Effects of instruction in descriptive geometry on spatial test performance. Journal for Geometry and Graphics, 71-84.
25. Goodman, N. (1956). Fact, fiction and forecast. Cambridge, MA: Harvard University Press.
26. Halpern, J.Y., & Pearl, J. (2001). Causes and explanations: A structural-model approach Part I: Causes. In Proceedings of the 16th International Joint Conference on Artificial Intelligence (pp. 27-34), Seattle.
27. Holzkamp, K. (1994). Am Problem vorbei. Zusammenhangsblindheit in der Variablenpsychologie. In K. Holzkamp (Ed.), Problemblindheit in der Psychologie und Perspektiven ihrer Uberwindung. Hamburg: Argument.
28. Holzkamp, K. (1996). Texte aus dem Nachlass. Hamburg: Argument.
29. Hanke, U. (2006). Externale Modellbildung als Hilfe bei der Informationsverarbeitung und beim Lernen. Freiburg: FreiDok.
30. Ifenthaler, D. (2006). Diagnose lernabhängiger Veränderung mentaler Modelle. Entwicklung der SMD-Technologie als methodologisches Verfahren zur relationalen, strukturellen und semantischen Analyse individueller Modellkonstruktionen. Freiburg: FreiDok.
31. Ifenthaler, D., & Seel, N.M. (2005). The measurement of change: Learning-dependent progression of mental models. Technology, Instruction, Cognition and Learning, 2(4), 317-336.
32. Kuipers, T.A.F. (2007). General philosophy of science. Focal issues. Amsterdam: Elsevier.
33. Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos, A. Musgrave (Eds.), Criticism and the Growth of Knowledge, Cambridge: Cambridge University Press.
34. Leuchter, S., & Jürgensohn, T. (2001). Situation awareness-training für Fluglotsenschüler. In H. Oberquelle, R. Oppermann, & J. Krause (Eds.), Mensch & Computer 2001: 1. Fachübergreifende Konferenz (pp. 437-438). Stuttgart: B.G. Teubner.
35. Miller, G. A. (1956). The magical number seven, plus minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
36. Johnson-Laird, P. (1983). Mental models. toward a cognitive science of language, inference and language. Cambridge: Cambridge University Press.
37. Johnson-Laird, P., & Byrne, R. (1991). Deduction, Hove: Erlbaum.
38. Nelson, T.O., & Narens, L. (1994): Why investigate metacognition. In J. Metcalfe, & A.P. Shimamura (Eds.), Metacognition. Knowing about knowing (pp. 1-25). Cambridge, MA: Cambridge University Press.
39. Kuhn, T.S. (1976). Die Struktur wissenschaftlicher Revolutionen. Frankfurt: Suhrkamp.
40. Kuhl, J. (1983). Emotion, Kognition und Motivation. Auf dem Wege zu einer systemtheoretischen Betrachtung der Emotionsgenese. Sprache und Kognition, 2, 1-27.
41. Long, J.S. (1983). Covariance structure models. An introduction to LISREL. Newbury Park, Ca.: Sage.
42. Opwis, K. (1985). Mentale Modelle dynamischer Systeme. Analyse und Weiterführung von psychologischen Experimenten zum Umgang von Personen mit Systemen, Freiburg: Forschungsberichte des Psychologischen Instituts der Albert-Ludwigs-Universität Freiburg i. Br.
43. Pearl, J. (1995). Causal diagrams for empirical research, Biometrika, 82(4), 669-710.
44. Pearl, J. (2000). Causality, models, reasoning, and inference, Cambridge, MA: Cambridge University Press.
45. Pirnay-Dummer (2006). Expertise und Modellbildung - MITOCAR. Freiburg: FreiDok.
46. Popper, K. (1934). Logik der Forschung, Tübingen: Mohr.
47. Raudenbush, S .W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.
48. Schoenfeld-Tacher, R., Jones, L.L., & Persichitte, K.A. (2001). Differential effects of a multimedia goal-based scenario to teach introductory biochemistry - Who benefits most? Journal of Science, Education and Technology, 10(4), 305-317.
49. Seel, N.M. (1991). Weltwissen und mentale Modelle. Göttingen: Hogrefe.
50. Seel, N.M. (2003). Model-centered learning and instruction. Technology, Instruction, Cognition and Learning, 1(1), 59-85.
51. Seel, N.M., Al-Diban, S., & Blumschein, P. (2000). Mental models and instructional planning. In J. Spector & T. Anderson (Eds.), Integrated and holistic perspectives on learning, instruction and technology: Understanding complexity (pp. 129-158). Dordrecht: Kluwer Academic Publishers.
52. Spector, J. M. (1995). Using system dynamics to model courseware development: the project dynamics of complex problem-solving. In K.M. George, J. Carroll, & D. Oppenheim (Eds.), Proceedings of the 1995 ACM Symposium on Applied Computing, Nashville, Tennessee, United States, February 26-28, 1995 (pp. 32-35). New York, NY: ACM Press.
53. Spector, J. M., Dennen, V. P., & Koszalka, T. A. (2005). Causal maps, mental models and assessing acquisition of expertise. Technology, Instruction, Cognition and Learning, 3(1-2).
54. Thomason, R. H. E. (1974). Formal philosophy: Selected papers of Richard Montague. New Haven: Yale University Press.
55. Wainer, H. (1989). Eelworms, bullet holes, and Geraldine Ferraro. Some problems with statistical adjustment and some solutions. Journal of Educational Statistics, 14, 121-140.