Abstract
The intent of this paper is to suggest the dimensions of intentional learning and identify the key cognitive benefits of systems modeling with regard to intentional learning through a review of related studies. The authors propose that intentional learning occurs when learners realize the need for refining their conceptual understanding, relate learning to their everyday experiences, possibly through everyday problem solving, and activates or develops metacognitive processes in the course of learning. When engaged in intentional learning, learners’ epistemological beliefs are also challenged. The authors also discuss how systems modeling could potentially foster domain knowledge, systemic thinking, and conceptual change. The second section of this paper describes a technology-enhanced learning environment that fosters intentional learning.
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