Milrad, Spector and Daviden (2002) and de Jong and van Joolingen (2008)

Both of these two chapters named as modeling facilitated learning. There are many similarities between the two types of learning approaches, but there are also some differences.

First, both of them talking about two types of model based learning. In Milrad et al (2002), they described learning with model, and learning by model. In de Jong and van Joolingen (2008), they called the two types of model based learning as learning from models and learning by creating models.

Both articles talked about using computer simulation in model based learning.

In de Jong and van Joolingen (2008), they provided a definition of models at the beginning of the article. It is defined as a set of representations, rules, and reasoning structure that allow one to generate predictions and explanations (de Jong and van Joolingen, 2008, p.458). I believe it gave us a good starting point to understand about how they use models. Indeed, computer simulation seems fitting in this definition nicely.

de Jong and van Joolingen (2008) gave a little bit more description about their CoLab design (and it is nice to read their 2005 paper (van Joolingen et al, 2005)). They provided a very clear description of how CoLab support the scientific discovery learning process. Basically, CoLab supported the whole scientific discovery process, including data gathering, hypothesis testing, planning, and so on.

de Jong and van Joolingen (2008) quoted previous studies about the effectiveness of the model based learning. It should help students in conceptual understanding on science subjects, scientific reasoning, science knowledge, problem solving skills, modeling skills, and ability to perform far transfer. Therefore, it seems model based learning is promising. But why model based learning work? Milrad et al (2002) tried to provide a theoretical framework for such a case. They talked about situated learning and cognitive flexibility. I believe simulation model helps to bring learners closer to the context of activities. However, can other type of MBL also achieve the same effect? How close we need to bring the learners to the real activities in order for MBL works?

CFT (cognitive flexibility theory) emphasize multiple representation. However, it is not really clear that MBL has to include collaboration. Maybe this is why the authors created a new terminology, model facilitated learning. Unfortunately, both of those two papers did not really clear to how collaboration should be included in the model. In my understanding, they suggested that collaboration should be included, and provided some support for the collaboration. Should the teacher also involve in the collaboration as Clement (2008) suggested?