Chapter 2 Modeling for Conceptual Change

What Can Be Modeled

Model Construction versus Model use

Mindtools for Modeling

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)

 elements
Modeling for Conceptual Change

relationsion.docx

relatio
ns

operations

rules

We must
first
understan
d what we
can Conceptualization
Change
demonstr
ate in a
model
before
asking Qualit
ative
questions
about the
real Comparingplans

system…
 Elements

Water Sand Cement Trowel Labor

Mental models
provide the material
for building external
models.
 The construction
of different
Relations models enables
learners to tune
their internal
models.
Operations

External
models
provide
means for
conceptual
change.

Rules
External models,
in turn, regulate
internal models.
 Conceptualization

Equations

Understan
Mindtools Diagrams
ding

through

representa
Computer tion
programs
Etc...

Etc....

Change
 Building explicit
models of internal
conceptual models
engages and
supports conceptual
change

Comparing Plans
 Deeper

undertandi
ng
 What Can Be Modeled

What Can Be Modeled

Domain
What Knowledge
Can Be Modeled? Thinking (Cognitive Simulations

Systems Experiences (Stories)

Problems

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 student’s 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.
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 aids
students 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.
 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 choosing
how to model a subject matter. There are both pros and cons for using mindtools.

Types of
Mindtools
Facilitates
Represents a learning and
constructivist meaning-
approach making
process

Mindtools
Computer =
Computer/technology which
Learner = engages a learner in representing, low level
manipulating, and reflecting on processing
Higher level
what they know
thinking (calculating,
storing,
(organizing, retrieving)
judging)

Using
mindtools
does not
necessarily
Advantages of Limitations of
make the
Mindtools task easier Mindtools
 Websites
Other Domain Specific
Draw and Paint
Programs, Ie chemistry, ie: Dreamweaver
Software Discussion
astronomy
Boards

Multimedia
Hypermedia
Programs
Visualization Ie: Storyspace
Tools
Knowledge
Building
Tools
Ideas more easily
interpretable by
Open-ended
other viewers

Concept Mapping
Databases

Types of
Semantic
Organization Mindtools
Tools Back to Mindtools

Identify and convey Spreadsheets Uses rules to describe,

meaning of concepts organize, and analyze data
w/in domain

Program that simulates the

Expert Systems
way human experts solve
problems

ie: flight simulators

Dynamic
Modeling Explores connection between
Population individuals and patterns that
Tools Systems emerge from interaction with
many individuals (virus
growth)

Represents the
changing nature of Students learn by teaching the
system phenomena Teachable agent or environment how to
in a form that Agents & Direct investigate and report results
resembles the real Manipulatives
thing ie: build and test physics
experiments
 Advantages of
Using Mindtools

Learning
Cost Efficiency
Efficiency

Can be applied
Requires to a broad
Cost per Cost per
skills in range of
application is student is
limited # of subjects
low low
programs

Back to Mindtools for Modeling

 Limitations of Using
Mindtools

Heavy Cognitive Developmental

Load Differences

Different Don’t
Split- Integration
models assume
Attention of Multiple
require complex
Effect Sources
Fidelity different tasks are
level of beyond
(Accuracy) intellectual students
development

Takes
Stability
Practice Identity

Models Phenomena Models

Models are only Models are oversimplif change often
representations not y the real over time, represent
identical to world context, dynamic
the and processes
phenomena purpose
themselves

Back to Mindtools for Modeling

 Things to Ponder

*How would utilizing mindtools fit into Bloom’s 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 three

types?

*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 limitations

mentioned in the chapter than any of the others?

Mindtools Home Types of Mindtools Advantages

Limitations