Reading Guide – Using Cognitive Tools to Represent Problems
Skim the article in search of answers to the following questions:
1) According to the article, what are some of the possible reasons that students have difficulty transferring
academic learning to real life? (See pp. 363-364)
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Well-structured problems
Predictable, procedural solutions (v. abstracted principles)
No underlying connection of problem features and domain knowledge
2) Based on the article, what are some of the characteristic differences between well-structured problems
and ill-structured problems? (See pp. 362-363)
Well-structured Problems
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Found in textbooks
Well-defined initial state/problem elements
Well-known goal state
Constrained logic (limited number of wellorganized, predictable concepts, rules,
principles, & procedures)
Knowable, predictable solutions with clear
links between choices and outcomes
Academic exercises
Ill-structured Problems
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Found in real life
Unknown initial state/problem elements
Emergent or changing goal state
Uncertain logic (multiple criteria for evaluating
solutions; concepts, rules, principles, &
procedures needed are not always instantly
evident)
Multiple, unpredictable, or divergent solutions
with uncertain outcomes
Interpersonal exercises
Both may require different cognitive skills
Reading Guide for Jonassen’s Using Cognitive Tools to Represent Problems ♦ 2009 ♦ Dr. Cherice Montgomery ♦ [email protected]
Reading Guide – Using Cognitive Tools to Represent Problems
Reading Guide for Jonassen’s Using Cognitive Tools to Represent Problems ♦ 2009 ♦ Dr. Cherice Montgomery ♦ [email protected]
Thinking Template for Using Cognitive Tools to Represent Problems
Novice v. Expert Problem-solvers (pp. 363, 365, 369, 370)
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Surface features
Concrete, quantitative
representations
Single, procedural representation
Literal objects and entities
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Underlying principles
Abstract, blended representations
Multiple, rich, integrated
representations – p. 365
Abstract concepts and principles
External Problem Representations v. Internal Problem Representations (pp.
365-371, 377)
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Supports memory (by reducing
cognitive load)
Allow manipulation and testing of
models – p. 377
Stimulates higher order thinking
skills – p. 377
Different external representations
affect transfer differently
Activate perceptual processes
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Independent of problem features =
transfer
Make sense to the individual
Activate cognitive processes
Use the following chart to help you organize your notes as you read.
Problem Solving (pp. 362-364)
Problem Representation (365-371,
377)
Concept Mapping (pp. 372-373)
Experts v. Novices (pp. 363, 365,
369-370)
Using Cognitive Tools to Represent Problems – Thinking Template ♦ 2009 ♦ Dr. Cherice Montgomery ♦ [email protected]
Thoughts from Using Cognitive Tools to Represent Problems
Use the following chart to help you synthesize the notes you took above into an overall summary.
Primary Concepts
Key Principles
(Big Ideas)
". . . Search for principles. Carefully separate them
from the detail used to explain them. Principles are
concentrated truth, packaged for application to a
wide variety of circumstances. . . . It is worth great
effort to organize the truth we gather to simple
statements of principle" (Elder Richard G. Scott)
1)
2)
3)
4)
naïve
5)
My Questions
novices
1)
2)
3)
Definitions
Personal Reflections
1) Ill-structured problem (p. 363) 2) Mental model (p. 364) 3) Representation 4) Semantic networks (p. 372) 5) Transfer (p. 364) -
Using Cognitive Tools to Represent Problems – Thinking Template ♦ 2009 ♦ Dr. Cherice Montgomery ♦ [email protected]
Reading Guide – Using Cognitive Tools to Represent
Problems
well-structured v. ill-structured problems
external v. internal representations
expert v. novice problem-solving
1) Read each quote.
2) Note how you felt as you read each quote by writing the appropriate symbol
inside the box in front of it. (Did you understand it, have a question about it, gain
a sudden insight from reading it, or find it especially valuable?
√ = Got it
? = Question
! = Aha!
$ = Valuable

“Students are generally unable to transfer problem-solving skills that they do
develop to novel problems in different contexts” (Jonassen, 2003, p. 362).

“Numerous studies have shown that students are unable to solve structurally
identical problems because learners focus on surface features of the problems
rather than on developing adequate conceptual understanding of the problem
domain” (Jonassen, 2003, p. 363).

“In order to be able to transfer problem-solving skills, students must construct
conceptual understanding of how problems relate to domain knowledge, and
doing so requires that students learn to represent their understanding in more than
one way” (Jonassen, 2003, p. 364).
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“The more ways that learners are able to represent problems and their relations to
domain knowledge, the better able they will be to transfer their skills” (Jonassen,
2003, p. 364).
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“When students try to understand a problem in only one way, especially when that
way conveys no conceptual information about the problem, they do not
understand the underlying systems in which they are working” (Jonassen, 2003, p.
364).

“Problem representation is the key to problem solving among novice learners as well
as experts” (Jonassen, 2003, p. 365).
Reading Guide for Jonassen’s Using Cognitive Tools to Represent Problems ♦ 2009 ♦ Dr. Cherice Montgomery ♦
[email protected]
Reading Guide – Using Cognitive Tools to Represent
Problems

“So, organizing and displaying problems to learners in ways that enhance their
mental representations and engage appropriate problem-solving processes is the
goal” (Jonassen, 2003, p. 366).

“Schwartz (1971) found that matrix representations of information were substantially
superior to groupings, graphs, and sentences because they clearly define needed
information, suggest orders of operations, and provide consistency checks for partial
solutions” (Jonassen, 2003, p. 366).

“They [Schkade & Kleinmutz, 1994] found that organization strongly influenced
information acquisition, form strongly influenced information combination and
evaluation, and sequence had limited effects overall” (Jonassen, 2003, p. 367).

“[Zhang, 1997] argued that the form of the external representation of problems
determines what information can be perceived, what processes can be activated,
and what structures can be discovered from the representation” (Jonassen, 2003, p.
367).
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“By evoking particular internal problem representations, we can increase the
likelihood that those representations will produce positive transfer” (Jonassen, 2003,
p. 367).

“. . . problem-solving transfer depends on the internal representation of problems.
Internal representations can then function, they [Kotovsky & Fallside, 1989] believe,
independently of the stimulus features of the problem” (Jonassen, 2003, p. 367).

“. . . individuals choose to represent problems in ways that make more sense to
them . . . . That is, they translate problems from the given external representation to
one that is more familiar or convenient” (Jonassen, 2003, pp. 367-368).

“When learners internalize the tool, they begin to think in terms of it” (Jonassen, 2003,
p. 370).
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“Meaningful learning requires that learners connect new ideas to prior knowledge”
(Jonassen, 2003, p. 372).
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“Semantic networks help in organizing learners’ knowledge by integrating
information into a progressively more complex conceptual framework” (Jonassen,
2003, p. 372).
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“It is necessary to understand the conceptual relationships among the concepts in
any problem domain in order to be able to transfer any problem-solving skills
developed” (Jonassen, 2003, p. 373).
3) What implications do these quotes have for language teaching and learning?
The quotations on this page are from:
Jonassen, David. (2003, Spring). Using cognitive tools to represent problems. Journal of Research on
Technology in Education, 35(3). Retrieved from:
Reading Guide for Jonassen’s Using Cognitive Tools to Represent Problems ♦ 2009 ♦ Dr. Cherice Montgomery ♦
[email protected]
Reading Guide – Using Cognitive Tools to Represent
Problems
http://medicina.iztacala.unam.mx/medicina/Using%20cognitive%20tools%20to%20represent%20problems.pdf
Reading Guide for Jonassen’s Using Cognitive Tools to Represent Problems ♦ 2009 ♦ Dr. Cherice Montgomery ♦
[email protected]