- Learner's experience/knowledge
- introduction of new data or information
- new data or info contradicts learner's experience or knowledge
- awareness of a need for change
- Restructuring of info or knowledge
- conceptual change occurs
Theorist Striker and Posner regard conceptual change as a rational process in which theories are judged by “how successfully they solve their appropriate range of intellectual problems.” According to their, theory, the intellectual problems of discrepancies in learners’ conceptions do not simply emerge from experience; rather, they also depend on the nature of the learners’ preconceptions and how those preconceptions impact data interpretation.
Chapter 2
The primary purpose of modeling in the construction and revision of conceptual understandanding, that is, conceptual change. Explicit models of internal conceptual models engages in conceptual change, hence why it is encouraged to be used by Teachers.
Learning is best accomplished when students create their own models, not just use a model. Such as math formulas, if you give a student a formula they can find the correct answer, if you explain how the formula works, and what each variable means then students will have a better understanding as they were involved (slightly) in the creation of it by understanding the history and reason they are using said formula. This is an example of allowing the student to use their own imagination and creativity to engage in active learning. This is why it is better to construct your own models vs. use old ones.
How One Can Model Systems
System modeling enables students to explore the interactions between components within a system and develop an integrated view of the subject matter in relation to structural and causal relationships.
How Can One Model Problems
The key to solving any problem is to mentally construct a problem space by selecting and mapping certain relationships that are apparent within the problem. When models are used the mental problem space of the learner becomes external and more tangible.
Chapter 3
Chapter 1 argued that onceptual change is one of the most meaningful conceptions of learning. The models that students construct can and shoulld be used to assess student understanding.
The function of assessing self-regulation is not to present people with the information to critique those who have created/designed the model, but instead, to provide the learner with feedback concerning his/her development of learning and to better direct the learner in his/her learning. In order to use mind-tools, the learner must engage and promote self-regulation. In order to prolong and develop this process, the learner needs to be able to perform a self-assessment and identification concerning what he/she has learned and also be able to identify how to learn a particular skill or subject.
Assessing Collaboration: Mindtools are most effective when used collaboratively among students. Students who work together will create and learn more effectively than those who work solo. Mindtools will provide a reason for assessing the models that the students produce instead of evaluating students with a separate examination to ascertain knowledge.
Assessing Critical Thinking: Mindtools promote a student's critical thinking in which the result should be evaluated based on that content area. A student’s critical thinking technique is complicated to assess since it is based on context. The different subjects call for diverse critical thinking proficiencies. Developing a rubric based on these proficiencies will offer the best solution to assess the students while constructing models with mindtools.
Chapter 4
The assumption that the acquirement of domain knowledge is a prerequisite to procedural knowledge is being challenged. In other words, learning about how to do something before you actually do it is essential, or is it not? Theorists argue that acquiring knowledge without applying it in some authentic context is meaningless. No matter what theorists may claim, traditional settings demand that educators measure learning in terms of how much knowledge is acquired. Chapter 4 highlights several strategies that promote the acquisition of domain knowledge; these strategies are called mindtools: Databases, Concept Maps, Spreadsheets, Visualization Tools, and Hypermedia.
Modeling Domain Knowledge with Databases:
Databases are tools for analysis of content domains. Students analysis content via numerous information sources. Databases assist in aiding students’ ability to identify underlying themes relevant to the content being studied. When analyzing content domains, students experience at least two levels of analysis. First, the analytical process, occurs when students seek out and organize information in the database. The second level of analysis is reflective and relational. Students ask themselves questions pertaining to the database
Modeling Domain Knowledge with Concept Maps
A concept map is a type of graphic organizer that allows for relationships between different ideas or concepts, facts, or vocabulary to be linked in an organized, yet free-flowing fashion. Typically, concept are found written in circles, and relationships between are signified using arrows or lines. Such maps can be used at any time of the learning process - from brainstorming ideas to reviewing previously learned content. Jonassen argues that maps can be created in concert with exposure to new, interconnected pieces of domain knowledge, or factual knowledge. Today, multiple types of free computer software have become available allowing users to create easily-manipulated, interactive concept maps.
Concept maps can be used as a replacement for traditional note taking and studying techniques. Because it is important for domain knowledge to be used in order to be remembered, concept mapping provides a facile means of allowing students to classify presented information in a way where they must actively engage in creating a system for organization and recall.
Modeling Domain Knowledge with Visualization Tools
Visual Tools are strategies that help learners understand the concepts of an investigation and illustrate information to convey meaning of a larger learning activity. This is different than Mindtools which are used to produce a final model. Jonassen (2006) says that he and many other learners are visual learners and agrees that a picture is worth a thousand words. The visual tool that he uses to demonstrate his modeling domain is called One Sky, Many Voices, which was produced by a project titled Kids as Global Scientists.
Modeling Domain Knowledge with Hypermedia
Hypermedia is the coming together of multimedia and hypertext. Hypertext unlike normal every day text,which is read from beginning to end, left to right, top to bottom, has many different forms and outlets that are as numerous and expanding as the creators imagination. Hypertext is all about control, think of it as a buffet where one has the option to pick and chose which information to view and which not to. Now add water to this or in this case multimedia and you have a form of media that has many different representations i.e. text, graphics, sounds, video, games etc.
Modeling Domain Knowledge with spreadsheets
A spreadsheet is a computer application that simulates a paper, accounting worksheet. It displays multiple cells that together make up a grid consisting of rows and columns, each cell containing alphanumeric text, numeric values or formulas.
A formula defines how the content of that cell is to be calculated from the contents of any other cell each time any cell is updated. Spreadsheets are frequently used for financial information because of their ability to re-calculate the entire sheet automatically after a change to a single cell is made.
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