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Chapter 5 Part 1 p 97-112

Chapter 5 Part 1 p 97-112. Designs for Problem Solving. More than memorizing a mass of facts, students should learn to see the relationships between the facts, the context of the facts, and the generalizations that they point to. Learners should be able to proceed from facts to solutions.

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Chapter 5 Part 1 p 97-112

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  1. Chapter 5 Part 1 p 97-112 Designs for Problem Solving

  2. More than memorizing a mass of facts, students should learn to see the relationships between the facts, the context of the facts, and the generalizations that they point to. Learners should be able to proceed from facts to solutions. “Where is the wisdom we have lost in knowledge?Where is the knowledge we have lost in information?” T. S. Eliot

  3. Theories of mind 1 • Descartes (1596-1650) – Mind/Body Dualism – mind entirely separate from body

  4. Theories of mind 2 • Watson (1878-1958) and others – Behaviorism – the infamous “black box” White Rat B. F. Skinner John B. Watson

  5. Theories of mind 3 • Modern theory – Cognitive Science – integrates concepts from psychology, biology, anthropology, computerscience, linguistics, etc. A Multifaceted Model

  6. Metaphors of memory Traditional metaphors: • A muscle which can be strengthened with exercise • A slate to be written on • A library of information

  7. Metaphors of memory part II: More recently: • Memory as a pattern of concepts in a network.Not just facts, but the network of relationships between them which are activated when part of the network is accessed. This model is partly derived from computing.

  8. Metaphors of memory part II, continued: A concept map represents ideas and their interrelationships, approximating connections between ideas in the mind itself.

  9. Extending information • Generalizing via induction – discovering new knowledge by relating it to the patterns of preexisting knowledge. All A observed are B. This is A. It is probably B. Not 100 percent certain.

  10. Hypermedia • Norton & Wiburg posit that hypermedia is analogous to inductive thinking. • Non-linear. • Many seemingly unrelated concepts.

  11. Rearranging Information • Deduction – cracking the implications out of existing knowledge. What we usually think of when we say ‘logic’: • If A, then B • A • Therefore B Conclusions are certain but do not produce new knowledge.

  12. Rearranging Informationcontinued Spreadsheets (such as Excel) can be used educationally to teach logical manipulation of data.

  13. Meta-cognition Thinking about thinking – observing and improving our own thought processes. Self-monitoring and self-awareness.

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