Assignment One

ASSIGNMENT ONE CIT 720 P SWANEPOEL 87793335

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ASSIGNMENT ONE INDEX Question 1 Briefly discuss conceptual change as seen by Jonassen:

Question II Briefly explain Jonasson use of the term modeling

Question III Briefly discuss the meaning of the word mindtool

Question IV Briefly state the purpose of modeling

Question V Briefly discuss the modeling of domain knowledge, systems, thinking, problem solving and experiences.

Question VI Briefly discuss the limitations of model building

Question 1

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Briefly discuss conceptual change as seen by Jonassen:

1. Introduction: Conceptual change occurs when learners change their understanding of the concepts they use within particular conceptual frameworks. Conceptual change can also be viewed as a mechanism underlying meaningful learning. Concept change during meaningful learning involves a specific purpose or intention in mind in order to accomplish a task. Meaningful learning naturally involves conceptual change. This way of engaging in learning is intentional and dynamic. (Jonassen ,2006,p.xiii-xvii) 2.

According to Jonassen (2006,p.xiii-xvii, p.4-10) the process towards conceptual change during meaningful learning can be described as follows:

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Conceptual involvement:

The learner needs to be involved with serious thinking. Relations with components of the learning content are contemplated. Problem solving will occur. 2.2

Conceptual change and development:

Conceptual change occurs as a result of conceptual engagement. The learner is willing to be involved and will take effort in the problem solving process. Refinement and deepening of understanding within the concept framework occurs. An evolutionary process of adding concepts and reorganizing knowledge structures to include new concepts ensure development of concepts. When learners change their understanding of their own concepts, conceptual change occurs. Problem solving occurs as better understanding leads to problem solving and development of solutions. Conceptual development needs powerful strategies to support the process. The ways people engage in their worlds are according to their own individual framework. Through experience and reflection they learn by reorganizing and adding concepts. This leads to more advanced concepts and increase the complexity of concepts. Concept change does not occur in isolation. Factors such as prior knowledge, individuality, usefulness of content and the context of what are being studies might impact on concept development

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3. Jonassen(2006. p.4-10) mentions two theories explaining of

concept change. Cognitive conflict theory According to this theory conceptual change (which requires conceptualization) occurs when a learner experience a discrepancy between what they know and what they expect during learning. “Cognitive conflict” arises which result in changing, adding the information in order to get better understanding. It is also true that students are willing to change their concepts when they are interested and understand issues. Casual reasoning as well as comparison and contrasting are essential for concept change. When this occurs, better performance and improved understanding of content will be the result. The process by which this happens is: •

An awareness of contradiction

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An awareness of the need to change.

Revisionist theory Everybody has data. Data is not just there, there are preconceptions of data. If existing concepts within the data does not have sufficient concepts to solve the problem, dissatisfaction arises. Conceptual change then starts with the onset of dissatisfaction. The process by which it happens is •

Minimal and full understanding

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Accommodation

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This means concepts are understood and used. Solving a problem will lead to better understanding but by applying it with “accommodation”

Conceptual change occurs when learners change their understanding of the concepts they use and of the conceptual framework that include them. Within this process strategies are identified and utilized. This is important as the process involves the externalization of internal knowledge or concepts. E.g. when constructing a model of some phenomena; conceptual change is happening. Model building leans itself to learners to engage and support and assess conceptual change on a concrete level. They are able to learn purposefully because they have ownership, were engaged in the process and were involved in solving a problem which proves concept change in the end. 4

Question II Briefly explain Jonasson use of the term modeling

Modeling refers to the process whereas we externalize our internal concepts / phenomena. In other word it describes in a concrete fashion what we know mentally. We can distinguish therefore between a conceptual model (which is in the mind) and a concrete model (which can be represented concretely) 2.1 Definition: Models are “conceptual systems consisting of elements relations operations and rules governing interactions that are expressed using some external representational system” (Jonasson, 2006, p.13) 2.2 Functions of modeling according to Jonassen (2006.p.14-15) •

Deeper understanding occurs when models are compared and contrasted.

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Testing of existing models are made possible

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Improves content by making it interesting

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Articulates casual reasoning

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Provides ownership of knowledge

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Transcend limitations of learners own minds

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Supports hypothesis testing

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Enable personal concept constructions

2.3 Construction During construction of models students will make use of technology based mind tools. 'Mindtools' can be used to teach critical thinking and problem solving, as well as to develop or even change the perception of concepts. Therefore in constructing models effective learning can take place.

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Question III Briefly discuss the meaning of the word mindtool Introduction Mind tools are computer based tools and learning environments that have been adapted or developed to enable learners to present what they know. (Jonasson, 2006 , p.20) It can also be seen as a tool to change and develop of concepts by using a group of tools. In constructing knowledge (and concepts) learners use software to organize and develop their own understanding by utilizing the tools in organizing analyzing or collecting information: Purpose When learners engage in computer technology, instead of being controlled by it, they manipulate the capabilities of the computer, and the computer enhances their thinking and learning and concept development. Mind tools are computer-based tools and learning environments, their functions can be the following: • Represent knowledge • Functions intellectual partners • Make learners smarter • Tools are instrumental in engaging and facilitating cognitive processes • Are cognitive tools; therefore supporting guiding and extending thinking process • Requires deeper thinking activities • Allows learners to represent, manipulate and reflect what they know • Improves organizing data, identification of components, and manipulation of data using existing rules, and generate information. Examples of mind tools are: • • •

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Apart from the usual software, word processing database tools ,spreadsheets semantic networks (concept maps) there are also Domain specific visualization tool. The purpose is to visualize phenomena; Belvedere, Questmap Knowledge building tools: with the purpose to construct representations of thinking and provide open ended systems (Dreamweaver) Learning constellations: This allows the inclusion of videos and stories in constructing of multimedia programmes. 6

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Asynchronous conferencing tools: the purpose is to scaffold collaborative knowledge building by constraining learner content to discussion boards. (Jonassen,2006,chapter 2)

Question IV Briefly state the purpose of modeling Introduction The purpose of modeling is to externalize internal concepts and phenomena. The purpose of modeling can also be seen as the construction and revision of conceptual understanding and conceptual change. It can be used to conceptualize elements, rules, operations and relations. Through the use of modeling, these concepts are expressed by using external representation. Models are able to simplify information and make it more presentable. If you are able to produce a model on information /content phenomena it proves your understanding and knowledge of the concept. (Jonassen, 2006, p. xiii –xvii, 13) There are two types of models: 1. External Models (concret e) 2. Internal models (In Mind)

Qualitative Expressed in words

Quantitative Expressed in numerical digits

Problem solving is dependent upon the construction and manipulation of mental models (internal representations) in the mind

The construction of a mental model results from comparisons or links made between the elements of the problem description; and the underlying knowledge base

Formulae (Science or Math)

Mathemati cal Models

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Question V Briefly discuss the modeling of domain knowledge, systems, thinking, problem solving and experiences. Introduction Jonassen (2006.p.15 – 22) mentions that modeling can be used with various components: Domain knowledge Construction of models of domain knowledge involves a variety of modeling tools. Two can be identified e.g. concept mapping and system modeling tools. Concept maps serve to represent semantic structures of the domain knowledge. Constructing a model will ensure better understanding of concepts that mere memorizing. Domain principles are represented whereby learners are able to test and describe their mental models/concepts of the phenomena. A limitation is that the relationships among variables are not stated explicitly and that is the linearity of the structure can be jeopardized. Learners might in the end not really understand in which context the information is deemed to be in. Systems Systems are indicative of an integrated view of the world. Models on systems represent these systems in a holistic fashion and are able to represent the relations among them. Therefore models of systems will enable the learner to build models that focus and their internal interactions /perception of a particular system. Models on systems can show a function of factors, as part of a larger whole. It can also show the interactions of components within any system. Thinking and problem solving Instead of modeling content thinking, the kind of thinking that are required to solve a problem, make a decision, or complete a task, can also be constructed as a model. These models will indicate the way a problem is 8

solved by using specific thinking skills for example. Modeling tools can be created to externalize the internal problem experienced by the person. Experiences Since the beginning of time people used stories as a way of presenting representing and capturing internal information / perceptions or phenomena. Models on experiences which give meaning to experiences and personal actions can thus be organized in the form of stories. In this method content is collected and studied. This information can be put in a model for example in a database. In this way information can be captured, organized, collected, structured and interpreted.

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Question VI Briefly discuss the limitations of model building

Introduction According to Jonassen (2006.p.24) the limitations of model building are the following: 1.Cognitive load. The construction of models is not an easy task; it demands a greater cognitive effort from the person doing the constructing. Integrating of the textual and diagrammatic information are said to place heavy demands on working memory. The fact that integration of multiple sources of information needs to be integrated in constructing of models can lead to discouragement or non engagement of learners. 2.Developmental differences Models that are constructed require a specific level of intellectual development therefore; different kinds of models would require different kinds of intellectual development. Databases and concept maps might be easy for younger learners whereas system modeling tools might be more advanced. The complexity of the content as well as the requirement of the specific model might pose to big a challenge to those who are not on a high intellectual level. Specific support should be put in place to ensure the context as well as the developmental level of the learners is taken into account when they are requited to construct models. 3.Fidelity Models are easily misunderstood because persons understand them to be identical to the models themselves. The fact is that models are representations of the phenomena they implicate. To be able to represent the world by means of a model are indeed very complex. Models have assumptions which are sometimes not illustrated very directly; which leaves 10

the interpreter vulnerable to interpretation of the model. Models can be timeless, but phenomena might change a lot.

REFERENCES

1. Jonassen, D.H. 2006. Modeling with Technology. New Jersey: Pearson Education Inc.

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