chapter 2 map

8/9/2019 Chapter 2 Map

1/16

Chapter 2

1. Marc Bosquillon De Jenlis (Modeling for Conceptual

Change)

2. Audra Hale (Model Construction versus Model use)

3. Melissa Garcia part 1 & 2 (What Can be Modeled)

4. Stephanie Hamiter (Mindtools for Modeling)

5. Alfred Barajas (Collaborator)

Modeling for Conceptual Change

Model Construction versus Model useWhat Can Be Modeled

Mindtools for Modeling


2/16

Modeling for Conceptual Change

ConceptualizationChange

elements

relationsion.docx

relatio

ns

operations

rules

Comparingplans

We must

first

understan

d what we

can

demonstr

ate in a

model

before

asking

questions

about the

realsystem

Qualit

ative


3/16

Elements

Water Sand Cement Trowel Labor

Mental models

provide the material

for building external

models.


4/16

Relations

The construction

of different

models enables

learners to tune

their internal

models.


5/16

Operations

Rules

External

models

provide

means for

conceptual

change.

External models,

in turn, regulate

internal models.


6/16

Conceptualization

Change

Equations

Diagrams

Computer

programs

Etc...

Etc....

MindtoolsUnderstan

ding

through

representa

tion


7/16

Comparing Plans

Building explicit

models of internal

conceptual models

engages and

supports conceptual

change


8/16

Deeper

undertandi

ng


9/16


10/16

What Can Be Modeled

What Can Be Modeled?

What Can Be Modeled?

Model building externalizes internal mental models. Because of this, there

can be many different types of models built. Every type of external model can

engage different kinds of thinking. Model building greatly increases student

understanding and learning. This is so because construction of a model creates a

sense of ownership; this sense of ownership is not present when simply memorizing

a pre-constructed model. Categories that can be modeled are: domain knowledge,

systems, problems, experiences (stories), and thinking (cognitive simulations).

Domain Knowledge:

Learners can build a model, such as a concept map, to demonstrate domain

knowledge. As the students understanding of domain knowledge grows, so does

their concept map. The continuous addition of new information to the map

represents the internal modeling process, whereas, new information is being built

and connected internally. Here, the students can externally see how one piece of

information relates to another. These connections are essentially already being

made in the mind; however, understanding can be greatly increased this way

especially for visual learners.

What Can Be Modeled

Systems

Domain Knowledge

Problems

Experiences (Stories)

Thinking (Cognitive Sim


11/16

Systems:

Rather than focusing on specifics or characteristics of a subject matter,

systems can get the same information across in a more effective manner. When

information is taught as a system, there is a better connection made to other

systems of different subject matters. This creates an integrated view of the world.

When learners see a subject matter as how it ties to the world and other

subjects/systems in that world, there is a unified understanding. Students organize

information into systems, which in turn can be defined by a larger system, or even

broken down into smaller systems. These systems connect the broadest of

information to even the most minute of details when the systems are viewed as a

unified whole.

Problems:

When a learner is trying to solve any kind of problem, there must be a

problem space. This problem space is mentally constructed. Building an external

model of this problem space can be done by mapping specific relations in the

problem. The model must become more efficient as the problem becomes more

complex. Efficiency can be achieved by understanding and implementing rules,

specific factors, or advice.

Experiences (Stories):

Stories are the most natural, and oldest, form of sense-making. Different

types of stories can include: myths, fairy tales, documentaries, and histories.

Humans give meanings to their experiences or stories. These meanings are the

product of our sense-making. Students can externally model experiences by

collecting experiences of their own and others. When a student then compares

these experiences, conceptual change can take place. That is, when a learner

compares information and finds a conflict, they must decide whether to change

their original concept or dismiss the conflicting information. A database and index

model can serve as a means to categorize and store these stories.

Thinking (Cognitive Simulations):

When a student self-reflects to learn how they learn, it is called

metacognition. Many educators promote this type of thinking because it aidsstudents in becoming self-aware in their learning environment. Learners can build a

model that specifies what type of thinking is necessary to solve a problem, make a

decision, or finish a task. This model is called a cognitive simulation. There are

many modeling tools that can build this type of model. Like other models, cognitive

simulations can also lead to conceptual change when theories of thinking collide or

mesh.


12/16

Mindtools for Modeling

GOAL: To make effective use of the mental efforts of learners

Technology-based modeling tools function as intellectual partners of learners,

allowing learners to have the cognitive responsibility for the processing they do

best, while allocating to technology the processing that it does best. Mindtools do

not necessarily make the task of learning easier, but they do require the learner to

think harder about the subject matter being studied than they would have without

using mindtools. There are several types of mindtools to consider when choosinghow to model a subject matter. There are both pros and cons for using mindtools.

Mindtools

Computer/technology which

engages a learner in representing,

manipulating, and reflecting on

what they know

Advantages of

Mindtools

Limitations of

Mindtools

Represents a

constructivist

approach

Facilitates

learning and

meaning-

making

process

Learner =

Higher level

thinking

(organizing,

judging)

Computer =

low levelprocessing

(calculating,storing,

retrieving)

Using

mindtools

does not

necessarily

make the

task easier

Types of

Mindtools


13/16

Visualization

Tools

Draw and Paint

Software

Ideas more easily

interpretable by

other viewers

Other Domain Specific

Programs, Ie chemistry,astronomy

Knowledge

Building

Tools

Hypermedia

Ie: Storyspace

Websites

ie: Dreamweaver

MultimediaPrograms

Discussion

Boards

Open-ended

Types of

Mindtools

Back to Mindtools

Semantic

Organization

Tools

Concept Mapping

Databases

Identify and convey

meaning of concepts

w/in domain

DynamicModeling

Tools

Represents the

changing nature of

system phenomena

in a form that

resembles the realthing

Spreadsheets

Expert Systems

Population

Systems

Teachable

Agents & Direct

Manipulatives

Uses rules to describe,

organize, and analyze data

Program that simulates the

way human experts solve

problems

Explores connection between

individuals and patterns that

emerge from interaction with

many individuals (virus

growth)

Students learn by teaching the

agent or environment how to

investigate and report results

ie: build and test physics


14/16

Back to Mindtools for Modeling

Advantages of

Using Mindtools

Cost EfficiencyLearning

Efficiency

Cost per

application is

low

Cost per

student is

low

Requires

skills in

limited # of

programs

Can be appliedto a broad

range of

subjects


15/16

Back to Mindtools for Modeling

Limitations of Using

Mindtools

Developmental

Differences

Fidelity

(Accuracy)

Models are only

representations

Different

modelsrequire

different

level of

intellectual

development

Dont

assumecomplex

tasks are

beyond

students

IdentityStability

Models are

not

identical to

the

phenomena

themselves

Models

oversimplif

y the real

world

Phenomena

change

over time,

context,

and

purpose

Models

often

represent

dynamic

processes

Heavy Cognitive

Load

Split-Attention

Effect

Integrationof Multiple

Sources

Takes

Practice


16/16

Things to Ponder

*How would utilizing mindtools fit into Blooms taxonomy?

*Which of these mindtools would a 2nd grader be able to employ?A high school student?

*Can mindtools be used across different curricula?

*How do dynamic modeling tools differ from the other threetypes?

*Considering the four types of mindtools discussed, do you think

one would be more engaging than others?

*Is one type of mindtool more susceptible to the limitationsmentioned in the chapter than any of the others?

Mindtools Home Types of Mindtools Advantages

Limitations

chapter 2 map

Documents