chapter 2 map
TRANSCRIPT
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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
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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
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Elements
Water Sand Cement Trowel Labor
Mental models
provide the material
for building external
models.
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Relations
The construction
of different
models enables
learners to tune
their internal
models.
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Operations
Rules
External
models
provide
means for
conceptual
change.
External models,
in turn, regulate
internal models.
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Conceptualization
Change
Equations
Diagrams
Computer
programs
Etc...
Etc....
MindtoolsUnderstan
ding
through
representa
tion
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Comparing Plans
Building explicit
models of internal
conceptual models
engages and
supports conceptual
change
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Deeper
undertandi
ng
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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
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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.
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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
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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
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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
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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
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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