Coherence Model of Instruction
Abstract
The article deals with three main issues: the understanding of curriculum in context, the ability of contextualisation, and retention of knowledge in long-term memory. The paper first suggests principles based on the coherence model of instruction, which aims to achieve coherence of knowledge of isolated facts through a network of semantic relationships. Then, the theoretical basis of the model is described, including spatial learning strategies, cooperative learning, and excur-sions in an authentic environment supported by mobile devices. A methodology of teaching was designed according to the principles of the coherence model, and a virtual guide through educational exhibitions was developed. The virtual guide was tested with students of a primary school during an experimental lecture in the Ostrava Zoo. An evaluation of the coherence model and the virtual guide was carried out using three methods: an observation of students’ behaviour and learning during the experimental lecture, a pedagogical experiment, and an evaluation of questionnaires. The results of the evaluation proved that the coherence model of instruction has a positive impact on understanding in context, ability of con-textualisation, and retention of the curriculum in long-term memory.
Keywords
retention of the curriculum in long-term memory; excursion; coherence model of instruction; cooperative learning; mobile learning; museum pedagogy and didactics; understanding in context; spatial learning strategies
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MA, PhD, University of Ostrava, Department of Information and Comunication Technologies, Czech Republic
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