Modelling with Technology

Assignment 1

CTI_720

S. J Freysen

22188160

1
 Table of Contents:

1. Conceptual Change.

2. Jonassen’s use of the term ‘modelling’.

3. Mindtools- an explanation.

4. The purpose of modelling.

5. The modelling of:

- Domain Knowledge
- Systems
- Thinking
- Problem Solving
- Experiences

6. Limitations of Mindtools.

Bibliography

2
1. Conceptual Change

According to Jonassen (2006:4), conceptual change is based on the principle that

people as human beings are innate “theory builders”.

In search of a definition for conceptual change, one of the opinions that Lawrence and
Geldman (1994:169) has is that “Conceptual change involves overriding core principles,
creating new principles and creating new ontological (the study of being and existing)
types.”

The assumption that conceptual change is not only a paradigm shift, but also the
constructivist creation of new knowledge, can therefore be made. People interact to
new information (conceptual change) to an extent that their current conceptual models
allow them to(Jonassen 2006:4).

Conceptual change occurs when learners change their understanding that they have
gathered from prior knowledge gained within a specific context. Conceptual change also
occurs when there is an interaction between the learner’s prior knowledge or experience
of a specific thing or process and new knowledge of that specific thing or process when
the learner engages in a higher-order cognitive activity (Jonassen 2006:4, 5).

Confrontation of existing concepts and newly introduced concepts also conceives

conceptual change. According to Luque (2003) as quoted by Jonassen (2006), the first
step in the process of conceptual change, is the awareness of a contradiction between
existing and new concepts.

Students that command a high domain knowledge and interest have a better chance of
engaging in the process of conceptual change as they have a higher interest in the
empirical knowledge and understanding of that specific domain (Jonassen 2006:5).

3
The amount of conceptual change that may occur differs from one individual to the next,
prior knowledge that is set in the learner’s frame of reference, usefulness of the new
information as well as the context of the study material (Jonassen 2006:4, 5).

Conceptual change therefore, has to do with the modelling of information that has been
conceived by the learner through access of his or her prior knowledge and the
integration of the learner’s prior knowledge with the learner’s newly acquired and
integrated knowledge.

2. Jonassen’s use of the term ‘modelling’.

According to Jonassen (2006:13) there are two types of models. The one type is
internal models, where it represents the conceptual models (knowledge) that exists in
the learners’ minds. The second type is external models where it represents a physical
external model of the internal concept.

Jonassen (2006:14, 15) states several reasons why modelling is an engaging type of
learning experience.
• “Model building is a natural cognitive phenomenon.
• Modelling is quintessentially constructivist.
• Modelling supports hypothesis testing, conjecturing, inferring and a host of other
important cognitive skills.
• Modelling requires learners to articulate casual reasoning, the cognitive basis for
most scientific reasoning.
• Modelling is among the most conceptually engaging cognitive processes that can
be performed, which makes it a strong predictor of conceptual change.
• Modelling results in the construction of cognitive artefacts (externalized mental
models).
• Modelling by students results in students who own the knowledge.

4
 • Modelling supports the development of epistemic beliefs. Comparing and
evaluating models requires understanding that alternative models are possible
and that the activity of modelling can be used for testing rival models.
• Modelling tools help learners transcend limitations of their minds-limitations to
memory, thinking or problem solving”( Jonassen, 2006:14, 15).

Jonassen (2006:15-19) mentions several different categories that can be modelled.

These are:
• Domain Knowledge,
• Systems,
• Problems,
• Experiences and
• Thinking.

3. Mindtools- an explanation.

A mindtool is a computer-based learning tool that enables the learner to model his or
her knowledge. A mindtool is a “knowledge representation tool” that assists the learner
in answering questions that they normally would not be able to answer without the use
of the mindtool (Jonassen, 2006:20).

Kommers, Jonassen and Mayes as quoted by Jonassen (2006:20) state that “mindtools
are generalizable computer tools that are intended to engage and facilitate cognitive
processing; hence they are cognitive tools.”

5
A constructivist approach towards using computers is also utilized by mindtools because
the mindtool queries the learner on what he or she knows, not on the knowledge that
the learner acquired through directed teaching. The learner cannot use a mindtool by
engaging in lower-order thinking processes, but rather through a critical analysis and
thinking of and about the learning content and new knowledge that they are acquiring
and internalizing (Jonassen, 2006:20).

4. The purpose of modelling.

The main purpose of modelling is to create and modify conceptual change. Constructing
a physical model from an internal model supports and provokes conceptual change.
When external models are built, internal models are tested and reinforced or changed
(Jonassen 2006:13).

Modelling assists the learner in his or her thinking processes to “externalize” (Jonassen
2006:13) these processes through the visual representation and validation of their
thought processes and hypothesis.

5. Types of modelling.

Modelling Domain Knowledge:

Domain knowledge concerns facts which are true in the given domain and which were
extracted manually from various multilingual resources. (Angelova & Bontcheva, 1997)

According to Jonassen (2006:15), concept mapping tools, such as C-maps, or systems

modelling tools amongst other can be used to construct domain knowledge.

6
When learners have built their concept maps and compare their concept maps to those
of other students, they should or at least could experience conceptual change due to
new facts and knowledge confronting their current concepts (Jonassen 2006:15).

Modelling Systems:

Systems are in essence, subject matter content. When subject matter content is
organized and viewed in this way, it is more likely that the learner will develop an
“integrated” view of the content and understand it as a holistic process, rather than a set
of facts (Jonassen 2006:17).

“Systems thinking involves understanding the world as process systems, feedback

systems, control systems and living systems.” (Jonassen 2006:17).

Modelling tools that are used to model systems allow the learner to construct models
that focus on the relationships that one sub-system has with another sub-system and
how these sub-systems interact with each other (Jonassen 2006:17).

Modelling Thinking:

Teachers often encourage their learners to practice reflective learning using tools like
reflection journals in order to reflect on their methods and processes of learning.
According to Jonassen, another way for a learner to reflect on his or her learning is to
model their thinking processes when they need to make decisions, solve problems or
complete different assignments (Jonassen 2006:20).

Modelling Problem Solving:

Problems are mostly inter-connected with different relations. According to McGuinness

(1986) as quoted by Jonassen (2006), a problem space is configured and created
through the selection and mapping of these relations. When the learner models this

7
problem space, he or she accomplishes the externalisation of the mental problem
space. The more complex a problem is, the more important it is to visually externalise
this problem space through a modelling process (Jonassen 2006:17).

Modelling Experiences:

Experience is a lesson that almost anyone can understand. When a teacher can explain
a concept, through personal experience, the explanation is more often than not
understood much better by a learner than some abstract conceptual explanation.
Jonassen interprets Bruner(1990) by mentioning that “stories (experiences) require less
cognitive effort to understand than exposition.” (Jonassen 2006:18)

The process of modelling experiences can be achieved when learners collect qualitative
data about other people’s experiences and model these experiences. These
experiences are most logically modelled with the assistance of a database when the
learner fits excerpts from the stories into the various indexes that the stories or
experiences can be classified in (Jonassen 2006:17).

6. Limitations of Mindtools.

The limitations of modelling with Mindtools are divided into three main categories
namely, Cognitive Load, Developmental Differences, and Fidelity. (Jonassen, 2006:24)

The modelling process places a large cognitive load on learners. Jonassen states that
the ”integration of multiple sources of information” is very hard and intimidating, so
much so that learners will often feel discouraged to construct models because of this
integration (Jonassen, 2006:24).

The different modelling tools that are available for use require different development on
different intellectual levels. In other words, different modelling tools are not suited for
everyone, but the learner should use a tool that is suited for his or her level and type of
specific intellectual development (Jonassen, 2006:24).

8
Concerning fidelity, Jonassen notes that “models are representations of phenomena in
the world, not the object themselves.” (Jonassen, 2006:24). Modelling is not always able
to represent reality since phenomena change over time and are far too complex to
capture 100 percent accurately in a model. Models are approximations and
simplifications of these phenomena and these are determined by theoretical
requirements and data conditions (Jonassen, 2006:24).

9
Bibliography:

1. G. Angelova and K. Bontcheva. 1997. Task-dependent aspects of knowledge

acquisition: a case study in a technical domain. Berlin. Publisher unknown.

2. Hirschfeld, Lawrence A. and Susan A. Gelman (eds.). 1994. Mapping the mind:
Domain specificity in cognition and culture. New York, NY: Cambridge University
Press

3. Jonassen, D.H. 2006. Modeling with Technology – Mindtools for conceptual

Change 3d Edition. New Jersey, Pearson Merrill Prentice Hall.

10