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Title:
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ACCEPTANCE OF MODEL-BASED INSTRUCTION AMONG STUDENTS |
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Author(s):
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Ulrike Hanke , Elke Huber |
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ISBN:
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978-972-8924-69-0 |
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Editors:
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Kinshuk, Demetrios G Sampson, J. Michael Spector, Pedro Isaías and Dirk Ifenthaler |
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Year:
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2008 |
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Edition:
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Single |
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Keywords:
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Teaching strategy, instruction, model-based learning, model-based instruction, instructional design, MOMBI |
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Type:
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Short Paper |
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First Page:
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366 |
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Last Page:
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370 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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In order to support and facilitate learning, teachers have to take into account the cognitive processes of learning when
planning teaching interventions (Seel, 2003). A teaching strategy derived directly from findings and knowledge about the
cognitive processes of learning is MOMBI (Model of Model-Based Instruction) (Hanke, 2008). It suggests a teaching
intervention for each of the five subprocesses of learning. But not only does teaching have to take into account the
processes of learning. One condition among others (e. g. learning style, intelligence) is that learners accept the teaching
strategy. If they do not accept it, they will not be willing to pay attention and therefore will not learn (Huber, 2008). For
this reason it is important to explore whether learners accept the teaching interventions suggested by MOMBI. In order to
test the acceptance of the five teaching interventions of MOMBI, we carried out an exploratory study with 23 17-year-old
students from a secondary school in Offenburg, Germany. The results show a tendency of acceptance of the five teaching
interventions suggested by MOMBI. |
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