CIT 710 Computers as Cognitive Tools

Lionel G Smith 29663513

Preface [p. xiii]

1. Quote the topic sentence from paragraph 1 on p. xiii.

“However, students do not learn from technology; they learn from thinking.”

2. What, according to Jonassen, is the only purpose of computers in the

classroom?
Jonassen indicates that the sole purpose of computers is to support meaningful
learning.

3. Jonassen distinguishes between memorisation and “more meaningful forms of

learning’ and mentions four components of meaningful learning. What are these
components?
a. There must be purpose, a goal or aim
b. Conceptual engagement – The learner must be actively thinking about the
subject
c. Conceptual development - The learner needs to develop his/her thinking to
grow
d. Methods and strategies – The learner need to learn how to his/her learning

1. What does Jonassen regard as the “most meaningful task”?

The most meaningful task that needs and engages meaningful learning is
problem solving.

2. Mention 9 different mindtools listed by the author of your prescribed text.

a. Modelling with Databases
b. Modelling with Semantic Networks: Building Concept Maps
c. Modelling with Spreadsheets
d. Modelling with Expert Systems
e. Modelling with Systems and Population Dynamics Tools
 f. Modelling with Teachable Agents and Direct Manipulation Environments
g. Modelling with Visualisation Tools
h. Modelling with Hypermedia
i. Modelling with Structured Computer Conferences
Chapter 1

P. 3

1. What, in your opinion, is the most important sentence on this page?

Mayer (2002), p. 101 claims that “conceptual change is the mechanism

underlying meaningful learning”

P. 4

2. Supply the definition of conceptual change on this page.

The cognitive process of adapting and reconstructing the theory that humans
from an early age build simplified and intuitive personal theories to explain the
world they live in and through experience they mature there theories as they
learn, this is cognitive change.

3. Mention 4 variables that the amount and kinds of cognitive change depend on.
a. The learner’s prior knowledge
b. Individuality
c. Usefulness of the content being study
d. Context in which the content is studied

4. Complete: if the learner cannot build a … of what he is studying, he does not …

what he is studying.
If the learner cannot build a model of what he is studying, he does not
understand what he is studying.
5. Jonassen believes that … tools can be used as … to help learners construct ….
of what they are studying.

Jonassen believes that mindtools can be used as tools to help learners

construct models of what they are studying.

6. How can the teacher/facilitator facilitate the process of conceptual change in

learners?
The teacher/facilitator can help the learners by building models of subject content
using technology-based modelling tools to bring about a change in the learners.

P. 5

7. What is the author’s point of view on conceptual change and memorisation?

If a learner uses memorisation, they will not be able to provide evidence of their
learning and conceptual change.
8. What is cognitive conflict?

When a learner wants to understand something and it conflicts with their own
experiences, it may result in a disagreement between what they know and what
they expect; this may form a sweeping form of conceptual change. Thus if their
current conceptions cannot interpret their experiences or cannot solve a problem,
cognitive conflict occurs.

Chapter 2

P. 13

9. Where, in your opinion, are the learner’s conceptual models situated?

A learner’s conceptual model exists in his mind.
10. How can a learner externalise the mental model of specific content that he has?
A learner can externalise his mental model of specific content by building a
model.
11. In paragraph 1 the author says there is a reciprocal relationship between internal
mental models and the external models that the learner constructs. What does
reciprocal mean?

Reciprocal in this instance means the learner is able to model externally his
internal conception of the model. By building the model it may influence his
concept he had in his mind and adapt his design.

P. 14

12. It is important to distinguish between building a model and using a model.

What choices does the learner have to make when building a model?

Yes it is important for the learner to distinguish between building a model and
using a model.

The learner needs to make choices to find the link between different elements
and how they fit together.

P. 15

13. Domain knowledge. Also referred to as domain-specific knowledge. Domain

knowledge is subject-matter expertise; knowledge about a specific field of
interest; knowledge about a specific content area.

14. What computer-based modelling tool is suggested for modelling domain

knowledge on page 15?

The computer-based modelling tool suggested for modelling domain knowledge

is a concept-mapping tool.

P. 17

15. The author mentions a second manner in which domain knowledge can be
presented or thought of. What is this?
 Another method of thinking of subject matter is by thinking of it as a system. This
entails understanding the world as a process systems, feedback systems, control
systems, and living systems.
16. What defines or characterises systems?

This entails understanding the world as a process systems, feedback systems,

control systems, and living systems.

17. What, apart from domain knowledge, can the learner build a model of?
Students can model problems.

18. How is a problem space constructed?

A problem is mentally constructed by selecting and mapping specific relations of
the problems. Using mental modelling tools to create visual or computational
models externalises the mental problem of space of a learner.

P. 18

19. How, according to the author, can human experiences be modelled and what
computer-based tool does he recommend for this purpose?
The author indicates that stories can be used to model human experiences. He
indicated that databases should be used for this purpose.

P. 19

20. Which specific kind of modelling is referred to on this page?

Cognitive simulations, i.e. metacognative and self reflection by learners.

P. 21
21. Mindtools are computer tools that make the learner engage in … . Cognitive
tools … , … . and extend the thinking processes of the learner. When using a
mindtool, the learner has to think harder. Mindtools facilitate … and the …
process.
Mindtools are computer tools that make the learner engage in facilitating
cognitive processing. 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 meaning making process.