Research paper

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RESPONSE PAPER EDLT 573 Technology and critical Thinking Meaningful Learning: Conceptual change and development Model Building with Mindtools Assessing Learning by Modeling By: Juan Melendez Instructor: Dr. Jesús Trespalacios February - 27 - 2010

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Content Abstract …………………………………………………..Page 1 Introduction…………………………………………….....Page 2 Thematic…………………………………………………..Page 3 Conclusions…….…………………………………………Page 9 References………………………………………………...Page 10

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Abstract This is a summary of firsts three chapters of the Modeling with Technology Mind tools for conceptual change related to the subject in which I intend to take to Judgment mine the most important, that can  contribute to the Conceptual Change and Development, Model Building with Mind tools and  Assessing Learning by Molding. And the adaptation of these resources of technology, that can  help to reach the goals and objectives of the schoolings programs.  It is important to emphasize that not all aspects of technology, will be accessible, for their use  and application. This will depend of the opportunity which is gave to different schools as  well as available resources provided by each district.  Also must be considered to the students of different ethnic groups, as well as the socio-  Economic status, to obtain the greatest benefits of the use of the technology  On the other hand, as explanatory note, all the exposed in the part of the thematic is “In the  Opinion of the Authors of the book and the research showing by the different authors on the  theme” and this not should be taken as a strict rule to carry out, but as a recommendation to suit  the needs of those who want to. Page 1

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Introduction The intention to carry out this collection of information and data, is display from another  point of view, written by the author of the book and the authors of the articles, and view from  another perspective their concepts expressed in written article.  It is necessary to understand how fit different concepts of the use of technology in ambient  of classroom And understand as mapping and the rapprochement between different  options of software, that show us the technology to suit our educational system, as well as  this would be the opportunity that educators have access to the different tools technology  gives us for successfully develop its task of teaching.  Our criticize this oriented consider constructive sense that may obtain from the information  provided by different sources described, and freely express points that could be and disagree, as  well as express the reasons of why exist these disagreements from my particular point of view.  It is important to mention that the articles which I’m presenting in the area of thematic, was  selected at random and according to the criterion of the person who is conducting the  research, about of this project. Page 2

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Thematic.  Conceptual Change and development Opening his book describing the ways in which school environments need to adapt to the Digital age, Conceptual change has become one of the most common conceptions of manifold learning because it treats learning as an intentional, dynamic and constructive process. Conceptual change is rooted in theories of constructivism Mayer (2002. P 101) Conceptual change occurs when learners change their understanding of the concepts they use and the conceptual frameworks that encompass them. Now speaking about the cognitive conflict. One of the most commonly cited theories of conceptual change is cognitive conflict theory. According to this theory, when learners want to understand something and they experience a discrepancy between what they know and what them expect a radical forma can occur. When a learner encounters situations in which a learner’s existing schemes cannot explain new information, existing schemes must be changed or new ones made. This Process, as termed by Piaget, is accommodation. The condition leading to accommodation is known as disequilibration; that is, the state encountered by a learner in which new information does not fit an existing scheme (Slavin, 1988) to restore balance to the cognitive system, new schemes are developed, or old ones modified, until equilibration is reached, and the new information accommodated into the learner’s view of the world. Page 3

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In my reflection from my thought critical to its subject matter and according to the above this Conceptual change does not easily, perhaps for some children, it is possible that the change is rapid and other non, is necessary to consider the natural resistance to change, in addition of all the existing environmental factors at the time of the cognitive conflict. I agree with Mayer that conceptual change occurs when the learners change their understanding of the concepts, but I think that here the motivation plays a role for the understanding of the conceptual change. Page 4

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Model Building with Mind tools The primary purpose of modeling is the construction and revision of conceptual understanding that is  Conceptual Change, Building explicit models of internal conceptual models engages and support Conceptual Change. Modeling is fundamental to human cognition and scientific inquiry (Schwarz &  White in press) Modeling help learners express and externalize their thinking and visualize and test components of their theories. Modeling requires making certain choices, and it is in these choices that  the learning process lies. In this concept, the principles are exemplified in the visual representation, but the models are implicit. That is the relationships among the variables are not explicitly stated. System thinking involve understanding the world as process systems, feedback system, control system,  and living system. All of these conceptions share similar attributes. Systems and subsystems are  defined by structural and causal relationships. The tools used to construct these models are otherwise known as cognitive tools, or Mind tools (Jonassen, 2000) Mind tools are software programs that provide multiple formalisms for representing Knowledge. They engage different kinds of critical, creative, and complex thinking. Mind tools include  semantic organization tools (databases, semantic networks); dynamic modeling tools (spreadsheets, expert systems, systems modeling tools, and micro worlds), information interpretation tools and  isualization tools, knowledge construction tools (multimedia production, hypermedia construction and linking, Web site production), and conversation tools (synchronous communication environments, asynchronous information tools, scaffold computer conferences). Page 5

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My relfexion this concept is short, I agree with Jonassen, but I think this is a very general view, and I think that the teacher and the pedagogy are integral part to these tools to be are use correctly, and this concept be successful, on the other hand the teacher must be trained to encourage creativity, and the construction of the model in question is easy and fun. Page 6

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Assessing Learning by Molding Regardless of what educator profess to students, are strategies enough to realize that what is important is what is use to decide their grades. However, if the only way we assess their thinking is through multiple choice recall, we are communicating a clear expectation of how we want them to think than all the mission statements and educational objectives produced by schools districts. If the students learn to model what they learning, they will surely perform better on the test. The models that the students construct can and should be used to assess students understanding. The knowledge that is manifested in student models is usually deeper and more comprehensive that what can be assessed using traditional assessment methods, such as test or essays. If the students must engage in constructive self- regulated, and critical thinking to use Mind tools to build models, then the products they create ought to provide better evidence of knowledge construction. However teachers need to be able to convey their assessment in some comprehensible way to students.  Now still on the subject of my research I found with an article called Assessing Simulation learning in  higher education, basically is another form of evaluation, similar to project learning by molding with some variables. This system is below explained: Page 7

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System simulation may be used as a valuable exemplar of modeling in degree programs across a range of disciplines. This paper describes and discusses an approach to assessing learning in that domain,  elating it to Bloom’s and Biggs’ taxonomies. It uses a mini-project, scenario concept, evaluated through oral examination. The scenario text and grading plan are included in the paper. The approach is found to usefully differentiate across the full range of student performance. In my reflection from my point of view, the system for valuation of building by molding, leave us one apprenticeship where the learning part, is like mechanical, and leaves us nothing to creativity because the construction of a model has a tutorial where the process is mechanical. Now the simulation system may only this in theory but not in practices it, and the combination of these two concepts would be of  greater benefit for learning Page 8

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Conclusion By reading, analysis, and research my conclusion that both the author of the book where the chapters were reading, as well as the articles of research, this show us as we can understand conceptual change, the use of the tool for the formation of models and assessment by simulation, which I regard as a tool that every Professor may support is for teaching in the salon of class, in order to be updated, facilitating teaching and learning. Page 9

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References Modeling with Technology Mind tools for conceptual Change (David H. Jonassen Third ed. Rev. ed of: Computers as mind tools for schools c2000) Constructivism Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review. ( Mustafa Cakir Marmara University, Turkey September 2008) Assessing Simulation Learning In Higher Education (Brian hillocks, Bournemouth University Business school Christchurch Road. Bournemouth BH1, LH, U. K.) Page 10