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:

2.1 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

• 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

• Accommodation

• 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.
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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.

• Testing of existing models are made possible

• Improves content by making it interesting

• Articulates casual reasoning

• Provides ownership of knowledge

• Transcend limitations of learners own minds

• Supports hypothesis testing

• 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:

• 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.

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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 Qualitative - Quantitative Formulae Mathemati

Expressed in Expressed in (Science cal Models
Models words numerical digits or Math)

(concret
e)
2. Internal Problem solving The construction
is dependent of a mental
models upon the model results
construction and from comparisons
(In Mind) manipulation of or links made
mental models between the
(internal elements of the
representations) problem
in the mind description; and
the underlying
knowledge base

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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
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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

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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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