Complete thesis - Murdoch University

through the traversal of layers, collecting more areas and information at each, adding detailand richness to the mental model of the problem situation (Batra and Davis, 1992).As has previously been discussed, constructivism, as a psychological theory of learning, isbased on the premise that humans have no access to an objective reality. Rather it is continuallybeing constructed, being transformed in the process (Glaserfeld, 1996). Constructivismviews learning as a self-regulatory process of struggling with the conflict between existingpersonal models of the world and discrepant new insights (Fosnot, 1996a).This provides a reasonable definition of the Requirements Engineering process: a strugglebetween the models of the system world as perceived by each of the stakeholders, includingthe Requirements Engineer and development team.This chapter has noted some of the approaches have been developed to describe learning:• one approach applies levels of processing as a continuum of analysis, from sensoryanalysis (transient) to semantic analysis, seen to be more or less permanent. Oncea sufficiently rich framework of understanding is in place, additional information iseasily assimilated as it is compatible with previously existing cognitive structures (Craikand Lockhart, 1972; Craik and Tulving, 1975). Mayes (1992, p 1) summarises theseapproaches by stating:As we build a framework, or schema, for comprehension, we build a mechanismfor automatic learning. New information is simply an elaboration, or afilling in of the slots, of what is already understood. No ‘effort’ is involved,beyond attending to the information in question.• a different conceptualisation of the learner sees a progression through increasingly complexand elaborate mental models that will characterise the gradual mastery of a newdomain. This mental models approach links initial learning through correspondencewith the learner’s intuitive model of the phenomenon, gradually increasing complexitythrough a transformation process applied to the initial models presented. Thisapproach sees understanding as achieved through conceptual discontinuity (White andFrederiksen, 1986), with language the mechanism used to orient the learner’s conceptualconstruction• yet another model sees the process of learning as one of dialogue – this perspectiveis underpinned by the concept that ‘learningful conversation’ (Senge, 1994) can evokereflection on the mental models that are a foundation for personal action and resultsin learning. Senge contends that learningful conversation is more likely if it takesthe form of dialogue rather than discussion. The conversational framework developed170