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Article de revue:
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ID no. (ISBN etc.): 0020-4277
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Clé de citation BibTeX: Seel2001
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Seel, N. M. (2001). Epistemology, situated cognition, and mental models: 'like a bridge over troubled water.'. Instructional Science, 29(4), pp. 403–427.
Ajoutée par: Sterenn Audo 2008-02-06 15:00:30
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Catégories: apprentissage, Full text
Descripteurs: COGNITION, cognitive apprenticeship, EDUCATION, educational diagnosis, Environment, Epistemology, epistemology, Learning, learning environments, learning process, learning situations, Mental Models, Models, situated cognition
Auteurs: Seel
Collection: Instructional Science
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Nombre de vues: 377
Popularité: 34.24%
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Résumé
Over the past 2 decades important educational implications have been drawn mainly from 2 movements of epistemology: Constructivism and situated cognition. Focusing on educational processes, situated cognition is considered to be a central construct for instruction, as is the closely related concept of the construction of mental models. There are various kinds of the construction and change of mental models in a situational context: self-guided inductive construction is one example; another is the processing of a conceptual model provided to the learner. An exploratory study is sketched which investigates the significance of a conceptual model provided at the beginning of the learning process. Also considerable intraindividual differences and changes between 2 points of assessing the learners' causal explanations were found. Similarities of the individuals' reconstructions could be explained with regard to similarities of the structures of the learning situations and the related instructional intervention. In general, the results of this exploratory study support the assumption that mental models are constructed in dependence on the demands of learning situations. (PsycINFO Database Record (c) 2007 APA, all rights reserved)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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