Chapter 6:
Modeling Problems
Databases
Visualization Tools Concept Maps
Modeling Problems
Systems Modeling Tools Spreadsheet
Expert Systems
Shayd Speed – Modeling Problems, Databases, Concept maps
Enoc Velasquez –Modeling with Spreadsheets, Expert Systems
Brenda Martinez – Modeling with System modeling tools, Visualization
Modeling Problems
Chapter 6 shows us how learners can use Mindtools to
"reconceptualize content as problems." Most people don't see the
world as a list of content, but rather as a series of problems. It is
with this in mind that Mindtools helps the learner to conceptualize
learning by authentic problem solving rather than rote
memorization of concept lists.
The chapter goes on to demonstrate that by constructing internal
representations, like models, the more likely learning and
understanding is to take place, and the better the solution to the
problem.
Savelsbergh, de Jong, & Ferguson-Hessler have determined that
personal representations of a problem serve 3 functions:
1. To guide further interpretation of information about the
problem
2. To stimulate the behavior of the system based on knowledge
about the properties of the system.
3. To associate with and trigger a particular solution schema
(procedure)
In order for students to construct qualitative meaning of the
content they are studying in school, it is important for them to
construct quantitative representations as well. If they do not
understand what the problem is asking them, then how can they
learn the concept? According to Chapter 6, qualitative
representations function to:
1. explain the meaning of information that is stated only
implicitly in problem descriptions but is important to problem
solution, and
2. provide preconditions and constraints that determine
guidelines for quantitative reasoning through numeric
representation
The more ways students are able to represent information, the
better able they will be to transfer their skills to new problems.
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Modeling Problems with Database
When working with problems, students, as always, should be
organized and have knowledge that is accessible. Take, for
example, a group project that uses a database as a tool. Students
can create an individual database, using a program like Access and
then combine several of their individual databases to form one
collaborative database. It is through the power of a relational
database, like Access, that you can use a query, or a search, to drill
down and search for answers to problems. Queries are used to
search all tables in a database for relevant information and to show
only the necessary records and fields.
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Modeling Problems with Concept Maps
Chapter 6 explains concepts maps as a shorthand form for
organizing and sequencing ideas. They are visual representations
that help students solve problems. Such as the concept map at the
beginning of our paper outlines the topics that are covered within
Chapter 6. It enables the learner to put concepts and ideas in an
organized pattern making the covered material more logical.
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Modeling Problems with Spreadsheets
Teen Pregnancy in 3 School Districts
School Age Race
Ingleside 14 Hispanic
Ingleside 14 Hispanic
Ingleside 15 White
Ingleside 15 Hispanic
Ingleside 16 Hispanic
Ingleside 17 White
Ingleside 17 White
Ingleside 17 Black
Ingleside 17 White
Aransas Pass 15 Hispanic
Aransas Pass 15 Hispanic
Aransas Pass 17 White
Aransas Pass 17 White
Aransas Pass 18 Hispanic
Aransas Pass 18 Black
Aransas Pass 18 Black
Aransas Pass 18 White
Aransas Pass 18 White
Rockport 17 White
Rockport 17 White
Rockport 18 White
The reading itself did not offer much information as to how to, nor
what a spreadsheet is open or limited to, but based on what it was
used for within this chapter one can note that it is useful for various
types of information. Information may be listed and categorized
and may be used within the most basic to most professional
settings. Although the problems were not listed within the chapter
a common issue of familiarity arises as spreadsheets advance. New
solutions and techniques often seem very frequent and change
within these technological tools are understated considering the
pace at which technology moves as a whole. As shown in the
example above, spreadsheets tie into other graphs and tools that
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are used to categorize information, so if these issues arise on one
side, it can be assumed that other areas can and will be affected
directly or indirectly.
Modeling Problems with Expert Systems
In the case of technology, assistance and basic help for better
understanding of the technical content may lack both within an
individual and equipment. Jonassen acknowledges the fact that
there is an expert and a novice but seems to not offer many
options for the novice. Ignorance is abundant when one is not
technically inclined but Jonassen proposes that the expert become
an “authoritative” figure through demonstration instead of taking
on the role of a “teacher.” (Jonassen pg. 61) Through this, the
student becomes engaged in carrying out the role of an
authoritarian thus demonstrating what is considered to be the most
appropriate Mindtool for reasoning. (Jonassen pg.63) Jonassen
also recognizes that all problems require casual reasoning &
because higher-leveled problems exist so must a more
sophisticated method of reasoning for these issues.
The most complex example shared was that of Harry S. Truman
and the generalizations his system made. Although every system
has its flaws no side should be dependent of another as was this
one. Depending on the answer for numbers 1, 2 & 5 practically
made the decision towards deciding the fate of a country. Although
this margin for error is extreme and not typical for the everyday
user of technology, this proves how much ground may be covered
by mere mistake and lack of assistance through full investigation
and proper use of a tool.
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Modeling Problems with Systems
Modeling Tools
This type of modeling tool is effective to
model dynamic, feedback driven systems.
Systems modeling tools are especially
effective for modeling problems because it is the most complex and
engaging. System modeling can be used to understand the causal
interrelatedness of the components such as feedback and its impact
as well as external factors. Students can model problems by
making a conceptual representation of something, describe
verbally, visually or quantitatively. Furthermore, it can be used to
examine how various components work together to produce a
particular outcome. Complex learning requires that students solve
complex problems and develop complex models. In order to
develop dynamic simulations (resembles the real world) of
systems more powerful tools are needed such as the software
program called STELLA. An example of a STELLA model is below.
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Modeling Problems with Visualization
Tools
Visualization tools assist learners in solving
abstract problems that are difficult to
understand. These tools can make abstract
real for students helping them understand
concepts that are difficult to covey. Scientific and mathematic
problems can be abstract; however, with visualization it may make
the concept more understandable. Learners attain visual input but
do not have a simply way to convey the mental images, but
through visualization tools it is possible. Through the use of
visualization tools, learners will be able to see the ideas interpreted
without having the artistic skills to create such a model. Most of
these tools are being used to visualize scientific ideas in fields such
as geography, meteorology and physics. Visualization tools can be
used for interpretive or expressive purposes. Interpretive means
you are able to view and manipulate visuals; whereas, expressive
helps learners visually convey meaning to communicate concept.
Problem
Learner
Visualization
Visualization Tool Program(ex.
MacSpartan, Mathmatica)
Computer
Outside
Input Data
factors used to
manipulate
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