Sharon Stobbia

Student No: 81554533

CIT 720
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Assignment 1
• Answer the follo
1. Conceptual change is the cognitive process of adapting and restructuring existing
knowledge. The amount and kinds of cognitive change depend on the learner’s
Prior knowledge, his/her individuality, the usefulness of the content that is studied

1. Briefly discuss
and the context in which it is studied. Conceptual change is less likely
to occur when learners merely memorise information for the purpose of an
examination, as it happens when learners are engaged in higher order cognitive
activities.

2. Modelling is one of the most powerful strategies for supporting and assessing

2. Briefly explain J
conceptual change in learners. Modelling is intentional and purposeful. Learners
have to take ownership. Modelling is conceptually engaging, supports conceptual
change and provides evidence of the conceptual change.

3. Mindtools are computer tools that make the learner engage in cognitive processing.

3. Briefly discuss
Cognitive tools support, guide and extend the thinking processes of the learner.
When using a mindtool, the learner has to think harder. Mindtools facilitate
learning and the understanding process.

4. The primary purpose of modelling is the construction and revision of conceptual

understanding, i.e. conceptual change.

4. Briefly state th
5. Domain knowledge: Domain knowledge is subject-matter expertise. Concept
modelling tools or systems modelling tools are suggested for modelling domain
knowledge.

Systems: Systems are defined by structural and causal relationships. If content is

5. Briefly discuss
presented or thought of as relevant, interactive systems, it develops a more
integrated view of the world. System models show the interactions of components
within any system.

Problems: The problem solver must mentally construct a problem space by

selecting and mapping specific relations of the problem. Use of modelling tools

problem solving a
Externalise the mental problem space of a learner. Efficient models of the problem
become more important with complex problems.
 Experience: Stories about people’s experiences can be collected and stored using
Databases.
6.1 Cognitive load. Constructing models places heavy demands on the cognitive
ablilities of the learner.
6.2 Developmental differences. Different kinds of modelling tools require different
levels of intellectual development and not all learners will be equally proficient
using different tools.
6.3 Fidelity. Models are merely representations of interpretation of phenomena, and
not the object themselves. As models do not change over time, but phenomena
do, misconceptions can result if models are presumed to be literal. As phenomena
are complex, modelling always involves certain simplifications.

The meaning of models should never be overstated, because of the limitations.