Dorothy Potgieter St.

no: 285 CIT 720 Assignment1

Dorothy Potgieter

CIT 720

Assignment 1

July 23, 2008

Page 1 of 7
Dorothy Potgieter St. no: 285 CIT 720 Assignment1

Index:

Question 1 p. 3

Question 2 p. 4

Question 3 p. 4

Question 4 p. 5

Question 5 p. 5

Question 6 p. 6

Page 2 of 7
Dorothy Potgieter St. no: 285 CIT 720 Assignment1
Question 1:
Briefly discuss conceptual change as seen by Jonassen.
Jonassen describes conceptual change as one of the most meaningful
conception of learning Jonassen (2006, p. 3) The increased. Conceptual
change is the processes where concepts are reorganized when new
information is gained. Meaningful learning requires problem solving.
Conceptual change ensures that learning takes place intentional, dynamic
and constructive ensuring that the learner is intentionally focused and
dynamically engaged in a constructive learning process. Jonassen (2006, p.
3) Connectional change.

Jonassen further describes that conceptual change can be seen as a

mechanism supporting meaningful learning. Learners have their idea,
knowledge or opinion about a topic. When challenged or informed with new
knowledge, information or ideas, they restructure the old knowledge or
change their opinion and ideas. This is called conceptual change. Jonassen
(2006, p. 4) Concept ional change

The following is important for the amount and kind of conceptual change
that can take place:
• The learner’s prior knowledge
• Individuality
• Usefulness of content
• Context of the content studied Jonassen (2006, p. 4) Howerver,

Jonasses point out two different theories of conceptual change:

1. Researchers Smith, diSessa, & Rochelle, 1993, Siegler, 1996 describe
conceptual change as an evolution of adding concepts and
recognizing knowledge structures before they can include new
concepts. John Piaget’s theory believed that children construct new
knowledge as they move through different cognitive stages, building
on what they already knew forming knowledge into well-organized
knowledge systems. Jonassen (2006, p. 4) For some
2. Thagard’s theory shows that conceptual change happens when the
information is not the same as the learner’s personal belief. This
theory describes conceptual change as revolutionary. Revision of
conceptual frameworks is necessary to engage conceptual change. If
we for example do not understand or believe an idea, we focus to
change our conceptions the moment we accept the new idea.
Jonassen (2006, p. 4) Other theories

Jonassen’s view of the best way to engage conceptual change is to

construct models representing the learner’s internal conceptual knowledge.
When the learner builds and changes the models, they change and build
their knowledge when they change the conceptions of what they are

Page 3 of 7
Dorothy Potgieter St. no: 285 CIT 720 Assignment1
learning. The models act as external knowledge changing the existing
internal knowledge. Jonassen (2006, p. 10) One of the

Question 2:
Briefly explain Jonassen’s use of the term modeling.
According to Lesh and Doerr (2003) “models are conceptual systems
consisting of elements, relations, operations, and rules” that governs
interactions expressed through external representations. Jonassen states
that humans are natural model builders and that we construct conceptual
models of everything we encounter. Jonassen (2006, p. 12) Humans are.
Modeling is a process where construction takes place to support conceptual
change. Conceptual models in the human mind and are not visible.
Jonassen Jonassen describes it as internal conceptual knowledge. (2006, p.
12) That is, External models then engage with the internal conceptual
models when mind maps are used. (2006, p. 13) External. Qualitative
representations occur in words and paragraphs and quantitative
representations occur in mathematics and statistical information. (2006, p.
13) Most of, Schwartz & White sees modeling as fundamental to human
cognition and scientific inquiry. (2006, p. 13) Modeling is, Modeling assists
the learner to express their thinking external. (2006, p. 13) Modeling helps,
It also assists the learners to visualize and test components of their
theories. Modeling adds interest to learning materials and forms a resource.
(2006, p. 13) In addition,

Question 3:
Briefly discuss the meaning of the word mindtool.
Mindtools are technology based modeling tools. Mindtools are the external
creation of the internal conceptual knowledge. (2006, p. 21) Mindtools are,
Microsoft Access, Excel, Word and PowerPoint can be used as technological
based mindtools when diagrams, flow charts, charts, databases and
spreadsheets are used. EPSS-shells (electronic performance support
system shells) is also an example of a technology based modeling tool. The
quality of the content is important when mindtools are used and the learner
must have the skills to use the technology. When the learner use a
computer as a partner they can think more productively because they can
offload some of the unproductive memorizing tasks. Mindtools are
computer tools that facilitate and interact cognitive. Jonassen, Mayes and
Kommers (1992) state that mindtools are cognitive tools. (2006, p. 21)
Cognitive tools, Mindtools makes tasks easier, but makes the learners think
more intense about the content resulting in learning assistance. (2006, p.
21) Students cannot,

Different mindtools:
Concept mapping is structural and represent structure leading to
understanding. (2006, p. 21) Concept mapping, Technology to use for

Page 4 of 7
Dorothy Potgieter St. no: 285 CIT 720 Assignment1
concept mapping is database as support and when aspects are associated
within this domain knowledge. (2006, p. 21) Concept mapping,

Another tool is dynamic modeling tools is more casual in relation with the
domain knowledge. Technology to use to engage this modeling tool is
spreadsheets and population aspects. (2006, p. 22) Dynamic modeling,

A Third modeling tool described by Jonassen is Spreadsheets. Here the

learner can change to new a rule that describes relationships and place the
information by entering data and formulas into individual cells. (2006, p. 22)
Spreadsheets,

Jonassen describes expert systems as as artificial represent the knowledge

of an expert. Technology that can be used for this aspect is called shells.
(2006, p. 22) Expert

Technology-based tools can form a dynamic system. The Sims are an

example of a dynamic system because of relationships. Jonassen (2006, p.
22) A wide

Population modeling environments can be used to demonstrate natural and

social activities over a time period. Technologies used are NetLogo and
Agent Sheets. Jonassen (2006, p. 22) A number

Emerging is a new tool where the learners represent aspects within the
domain. Experiments can be built and tested in this emerging tool.
Jonassen (2006, p. 22) A new genre

Question 4:
Briefly state the purpose of modeling.
The main purpose of modeling is to build a model to use after it has been
built. Jonassen (2006, p. 14) We can. When a learner build or creates
models they must make choices and while making choices they learn.
Jonassen (2006, p 14) Modeling
The learner benefits cognitively while they build models. Jonassen (2006, p
14) Despite. Technology makes it possible and affordable for the learner to
build models.
Model building is productive and the learner learn and change concepts
while they use these models. Model building is intellectual and powerful.
Jonassen (2006, p 14) Why When learners build and compare their models
with each other they engage in different views and knowledge. Jonassen
(2006, p 14) One of

Question 5:
Briefly discuss the modeling of domain knowledge, systems,
thinking, problem solving and experiences.

Page 5 of 7
Dorothy Potgieter St. no: 285 CIT 720 Assignment1

Modeling Domain Knowledge

Domain knowledge is a map that the learner constructs that represents their
schematic structure for a determined area of knowledge. Jonassen (2006, p
15) Students Domain knowledge is controlled knowledge. Jonassen (2006, p
15) As students It is controlled by the learners when they add to their
concept map. Jonassen (2006, p 15) As with. The learners often compare
concept maps and they often change their own concept map as a result.
Jonassen (2006, p 15) Students. If the learners spend a long time working
on a specific concept map, they will understand the domain better that what
they would have understood trying to memorize notes. Learners can use
modeling tools to describe and test mental models of the study field.
Domain knowledge can also be seen as a measurable shape or style with
facts and pieces unrelated to each other. Jonassen (2006, p 17) Domain

Modeling Systems
Subject matter content can also be seen as a system rather than to enhance
the direct fact of characteristics of a topic. Jonassen (2006, p 17) Another.
The learner then studies the content of the subject as a system and
develops a better view of the world that they are part of. The learner self
reproduce the system consisting out of a lot of independent parts.
“Systems are goal driven, feedback controlled, self-maintaining, self
regulating and synergetic” (Jonassen, 2006, p. 17) Systems are… Systems
sometimes have subsystems with either structural or casual relationships.
Jonassen (2006, p 17) Systems

Modeling Thinking
This type of modeling develops the thinking processes of the learner.
Jonassen (2006, p 19) Many. No content are modeled in this way of
modeling. The learner models the way to think to ensure that they can solve
a problem, make a decision or complete the specific task. Computer-based
modeling tools are used to construct cognitive simulations. Jonassen (2006,
p 20) Learner

Modeling Problem solving

In order to solve any problem the learner must mentally construct a problem
space. This problem space is constructed in the mind by selecting and
mapping the relations of the problem. Jonassen (2006, p 17) To successfully
When visual or computer models are created, the thinking or mental
(internal) process turns into an external model for a learner. Jonassen (2006,
p 17) To successfully

Modeling Experiences
This type of modeling refers directly to stories. Jonassen (2006, p 18)
Stories. Over the decades, “myths, fairy tales, documentaries histories”
(Jonassen 2006, p 18) Cultures have …. Here the main source of finding
information. “…Stories require less cognitive effort to understand”

Page 6 of 7
Dorothy Potgieter St. no: 285 CIT 720 Assignment1
(Jonassen 2006, p 18) Humans appear… When the learner collect and study
stories, they can study conflict by indexing the stories within a database.
“Databases are the most common and logical way to store stories”
(Jonassen 2006, p 18) Databases are... When the learner fit the excerpts or
index, they intellectually interact. Jonassen (2006, p 18) The intellectual

Question 6:
Briefly discuss the limitations of mindtools.
The cognitive load: Constructing models are difficult and the demands are
greater cognitive thinking. The learner find it difficult to integrate with
multiple sources of information and it may impede many learners to
construct the models. Jonassen (2006, p 24) Cognitive
Developmental differences: Different types of modeling tools require
different levels of intellectual development (Jonassen). Databases and
concept maps might be useable for younger learners and older learners
apply better in using system modeling tools on a more advanced level.
Jonassen (2006, p 24) Different
Fidelity: Models are not so stable as phenomena and information change
over time and models stays the same. It is difficult to represent the world
using a model. Jonassen 2006, p 24) Many

Bibliography:

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

Education Inc. Page 3 -25
2. Inter science, Http://www3.interscience.wiley.com. Wiley-Blackwell,
January 1,1999, 2008

Page 7 of 7