Team Member:Zhou Cao

Yuan Wang

2 reasonsAcquiring content is

philosophically impossible in

a constructivist perspective.

Content as defined by

curricula is almost invariably

organized in hierarchical lists

of topics.

Why CONTENT learning is

problematic?

Educators can organize concepts around how they naturally cohere in the world – in SYSTEMS.

Systems are integrated and interdependent

aggregates of components that share a common

purpose.

i

Semantic networks, also known as concept maps, are spatial representations of concepts and their interrelationships that simulate the knowledge structures that humans store in their minds(Jonassen, Beissner, & Yacci, 1993).

System modeling tools enable learners to construct dynamic systems models by describing the quantitative relationships among the components, then testing them by running the models.

A spreadsheet is a grid (or table or matrix) of

empty cells, with columns identified by

letters and rows identified by numbers—a ledger sheet spread

in front of the user. Spreadsheets are

computerized, numeric record-keeping

systems.

Spreadsheet are also effective for

illustrating dynamic interaction among

system components.Spreadsheets are an

example of a cognitive technology

that amplifies and reorganizes mental

functioning.

Traditional approaches to teaching content result in inert and useless knowledge in students because (1) knowledge cannot be conveyed and (2) content is conveyed to students in ways that are inconsistent with the ways

that they naturally tend to think.Expert systems, spreadsheets, and systems modeling tools are the most

effective for modeling systems because they can be tested. Concept maps can represent system components and provide semantic descriptions of

interrelationships among the components.Getting students to understand the complexities among phenomena in the world and how the phenomena affect each other would represent a major

accomplishment for any teacher or professor.