• THEORETICAL FOUNDATIONS AND SPECIFICITY OF MATHEMATICAL MODELLING

    CONCEPTUAL CYBERNETIC MODEL OF TEACHING AND LEARNING

    Mathematical Modeling, Vol. 1 (2017), Issue 2, pg(s) 80-83

    The article describes conceptual models of learning and teaching as a managed cybernetic system to achieve the knowledge and skills required by the standards. In the article, the learning process is examined as a system for building a knowledge system of a learner actively which is managed and directed by the tutor or teacher to achieve specified learning goal. The information received by the learner has a multimedia nature. The recipient receives the information through various channels (sensors), sight, hearing, smell, taste and touch. The received information arrives in the short-term memory where it is processed – confronted with the previous knowledge in long-term memory of the individual. New information and knowledge can reinforce and extend the recipient’s long-term knowledge system if they are consistent logically. If there is a conflict between new information and old knowledge and information – the conflict needs to be solved. The solution can be the clarification of the knowledge system, correction of misconceptions so they are in line with objective reality and relevant knowledge about the subject of learning. It means, learning is not a constant storage of isolated information and information units in memory, but their transformation into active knowledge which is connected to logical structures and forms the knowledge system of the learner. The actual knowledge system enables an individual to solve non-standard problems not only in everyday life but also in science and technology and in various research areas from which the necessary, suitable and useable knowledge (expert) system is built.