TABLE OF CONTENTS

1. A brief discussion of conceptual change as seen by Jonassen. 1

2. A brief explanation of Jonassen’s use of the term modeling. 1-2

3. A brief discussion of the meaning of the word mindtool. 2-3

4. The purpose of modeling. 3

5. A brief discussion the modeling of domain knowledge, systems

thinking, problem solving and experiences. 3

5.1. Modeling Domain knowledge 3-4

5.2. Modeling System 4

5.3. Modeling Thinking 4

5.4. Modeling Problem solving. 4-5

5.5. Modeling Experiences. 5

6. A brief discussion the limitation of mindtools 5-6

7. References 7
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1. A brief discussion of conceptual change as seen by Jonassen.

Concepts are abstract ideas. Therefore, conceptual change means to

replace the existing abstract ideas and become different. Dr. David
Jonassen, used his teaching experience in the areas of learning
technologies and educational psychology. He also used his research on
constructing design models and environments for problem solving to
outline his view of conceptual change as follows:

Jonassen sees conceptual change as a complex process of developing an

external model, to express ones conceptualisation, for meaningful
learning. For meaningful learning to take place, adequate prior knowledge
and experiences lead to acquisition of new knowledge and new
experiences for conceptual change. Full understanding and correct
interpretation of concepts, thus lead to accommodation and usage of new
sound concepts to develop complex models using technology based
mindtools for problem solving activities. The use of technology based
mindtools, to construct models, test learner’s acquisition, understanding,
interpretation for conceptual change and conceptual developments.
Learners represent their different realities with the external conceptual
models. Conceptual engagement is vital for conceptual change and
conceptual development.

Jonassen’s theory of cognitive conflict of conceptual change shows, how

inadequate prior knowledge, lack of experience and misinterpretation of
new conceptions may lead to misconceptions and inability to solve
problems that will increase dissatisfaction, which need strategies for
reconstruction of concepts and better understanding for meaningful
learning, which lead to conceptual change.

2. A brief explanation of Jonassen’s use of the term modeling.

Models are conceptual systems consisting of elements,

relations, operations and rules expressed, using some external
representations. Modeling is the systematic use of a modeling
language to represent the various facets of an object or a
system on a model.
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Dr David Jonassen used the term modeling to indicate how

conceptual change is fostered by using the mental model to
provide materials to express abstract thinking by build external
models, engage, support and provide conceptual change. He
used the term modeling as building material to construct
models using technology based modeling tools. He explained
how modeling can be used as hypothesis test, cognitive skills
and scientific inquiries.

He further explained how modeling is used for conceptual

change by modeling with technology to improve, extend
learning to be meaningful. He explained different mental
models as different kinds of thinking skills of different
individuals as modeling domain knowledge. He indicated how
different subjects can be integrated and interacted as
components within a system by using the term modeling
systems. Modeling problem solving is also used to explain
how the term modeling is used to mentally develop the
external difficult problem models. People’s
experiences/stories can be modeled to support mental
development and conceptual change, the term modeling
experiences stories) is included in Jonassen’s use of the term
modeling. Decision in problem solving cannot be made
without thinking, the model of thinking process for conceptual
change must be developed to reflect on the outcomes of
meaningful learning, by Modeling thinking, the term used by
Janassen.

3. A brief discussion of the meaning of the word mindtool.

A mindtool is a mind-extending cognitive tool, and the computer

application program that enables the learners to represent and reflect on
what he/she knows to constructs knowledge bases as meaningful learning
reflections.

Database, spreadsheet are numerical record keeping systems that were

designed to replace paper-based, ledger accounting systems, semantic
networking program, expert system, systems modeling tool, micro world,
hypermedia authoring tool, and computer conferencing are examples of a
mindtool. A Mindtool is the provider of structural, logical, causal,
systemic, that support different kinds of thinking and knowledge
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representation, and manipulate the task. A mindtool is a tutoring program

that teaches the computer to assist the learner with complex skills
development such as evaluating, analyzing, connecting, elaborating,
synthesizing, imagining, designing, problem solving, and decision making
which requires learners to select information to collect and to organize it
into meaningful learning for conceptual change.

4. The purpose of modeling.

The purpose of modeling means the reason for which the systematic use of
modeling language to represent the different aspects of an object or a
system.

The main purpose of modeling is to develop and revise the conceptual

understanding for conceptual change. Modeling can provide decision
makers with information needed to answer questions for problem solving
and decision making. Modeling is used to highlight different reasons for
modeling technology activities, to support hypothesis testing of cognitive
skills, to support sensitivity and other human skills such as reflection and
creativity which can be observed in the use of 2D and 3D modeling
activities, to develop modeling capability, to support the development of
epistemic beliefs, to represent the logic in the modeled system, to facilitate
the teaching and learning of mathematical modeling in secondary school
mathematics classes and analyses of nonlinear systems, focusing on
applied mathematics, numerical analysis and theoretical physics research,
and to use the modern analytical and computational methods for solving
scientific problems.

5. A brief discussion the modeling of domain knowledge, systems

thinking, problem solving and experiences.

5.1. Modeling Domain knowledge.

Domain knowledge can work as associative memories that can capture the
causal relations among learners' characteristics for the system adaptation.

Modeling of Domain knowledge is used when studying domain content.

When Modeling Domain knowledge, it must be presented and understood
in a linear style, when structured in series of facts and unrelated pieces the
linearity is tempered with.
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Domain-knowledge structuring and representation, can offer a solution to

the problem of adapting the instructional system interaction to learners
with different learning styles and needs. It is done in a form of concept
map and concepts can continuously be added to the concepts map.
Representation of the semantic structure to the learner’s Domain
knowledge is provided by the domain concept maps. Conceptual change
happens when learners compare their concept map with those of others.
The learner’s mental model is described and tested by the modeling tools.
This modeling can be expected to overcome some inherent problems of
the conventional stereotyping approaches in terms of pattern recognition
and classification of learners’ characteristics. Concept maps and
spreadsheets are examples of mindtools used to model Domain
knowledge.

5.2. Modeling System

Systems are inter-dependent, self producing organizations or parts of a

system.

System Modeling creates a flexible working environment that enables the

learners to be more efficient and productive. System modeling provides a
single system all the essential components needed to formulate the model.
Create a model of your system using a powerful language standard,
simulate complex interactions, analyse, understand and optimise learner’s
design. System modeling tool enable the learners to build models that
focus on systems and their interactions. There is a limited number of
mindtools that can be used to model systems example is hypermedia.

5.3. Modeling Thinking

Modeling Thinking or Cognitive Simulations is done to model the kind of

thinking that the learners need to solve a problem or make a decision or
complete other task. Computer based modeling tools are used to construct
cognitive simulation

5.4. Modeling Problem solving.

Modeling problem-solving is a systematic approach that reviews student

strengths and weaknesses, identifies evidence-based instructional
interventions, frequently collects data to monitor student progress, and
evaluates the effectiveness of interventions implemented with the student.
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The process of systematic approach to solving problems, doesn’t come

naturally, but there can be a learned, Modeling tools enable the learner to
create visual or computational models to externalize his/her mental
problem space. The decision-making process is defined in the model as
secondary to and a consequence of a primary and causal element of
problem analysis.

5.5. Modeling Experiences.

Modeling Experiences is another way to provide understanding of other

people’s experiences in a form of stories. Experiences models should not
only provide understanding but also advance ideas.

To Modeling other people’s experiences in a form of stories help learners

to support conceptual change, and create experience models to capture and
convey our analysis of the information collected. Databases are used to
store stories. Stories require less cognitive effort to understand, thus
humans are able to organise and represent their own experiences in a form
of stories.

6. A brief discussion the limitation of mindtools

Limitation of mindtools means the restriction upon the use of mind

extended cognitive tools.

Some mindtools are complex and students are unable to use. The use of
mindtool such as spreadsheet and expert systems, can impact negatively
on learners with learning barriers, because they require the high level of
intellectual development willingness to perform. Mindtools requires the
learner to identify a content domain, sense an information need, and
develop a data structure for accommodating the information to be included
so the work becomes difficult. Creativity is one of the requisites for using
mindtools. Mindtools are not stable they are often upgraded, student need
extensive practice and retraining. Mindtools need advance thought for
integration of multiple sources of information for modeling. Formal
operational reasoning is required, student younger than 13 experiences
problems when using mindtools.

There is a variety of visualisational tools to support visual learners. A

limited number of Mindtools can be used to model systems. Students
experiences difficulties choosing and defining factors, and representing
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rates and change. System modeling will not allow teachers to cover as
much curriculum as he/she should. Not all of the mindtools are equally
effective for building cognitive simulations. Some textbooks provide
tabular summaries of information for databases, which convince some
users that database activities produce nothing more than a tabular
summary of information. Some semantic networks have a limited ability to
represent casual relationships they cannot demonstrate the effects of cause
on effect because casual relationships are dynamic. Semantic networks are
not truly maps of the mind. Spreadsheets are not useful for humanities
instructions.
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7. References.

"EDPY485: Mindtools." Quasar. 27 July 2008

<http://www.quasar.ualberta.ca/edpy485/edtech/mindtool.htm>.

"General-purpose modeling - Wikipedia, the free encyclopedia." Main

Page - Wikipedia, the free encyclopedia. 27 July 2008
<http://en.wikipedia.org/wiki/General-purpose_modeling>.

Jonassen, David H.. Modeling with Technology Mindtools for Conceptual

Change. New Jersey: Pearson Education Inc., 2006.

"Modeling Problem-Solving Methods in New KARL - Angele, Decker,

Studer (ResearchIndex)." Computer and Information Science Papers
CiteSeer Publications ResearchIndex. 27 July 2008
<http://citeseer.ist.psu.edu/371291.html>.

"Modeling in the Sciences - Links." Gateway to the Department of

Chemistry and Physics.27 July 2008 <http://chem-
phys.ucmo.edu/sboone/mathmodellinks.html>.

"MPL Modeling System." Maximal Software - Optimization

Modeling.27 July 2008<http://wwwmaximal-usa.com/mpl/>.

"MWCOG.org - Transportation - Purpose of Modeling." Metropolitan

Washington Council of Governments.27 July 2008
<http://www.mwcog.org/transportation/activities/models/purpose.asp>.

"Organization Domain Modeling." Software Engineering Institute |

Carnegie Mellon.27 July
2008<http://www.sei.cmu.edu/str/descriptions/odm.html>.

"PROBLEM SOVLING MODEL." Welcome to the City of Frederick,

Maryland. 27 July 2008
<http://www.cityoffrederick.com/PublicInfo/OtherInfo/NACInfo/NACPro
blemSolving.htm>.

"Systems Modeling Language - Wikipedia, the free encyclopedia." Main

Page - Wikipedia, the free encyclopedia. 27 July 2008
<http://en.wikipedia.org/wiki/SysML>.