Constructing Knowledge Spaces from Judgements with Differing Degrees of Certainty

Using knowledge space theory to compare expected and real knowledge spaces in learning stoichiometry

Chemistry Education Research and Practice ◽

10.1039/c8rp00052b ◽

2018 ◽

Vol 19 (3) ◽

pp. 670-680

Author(s):

M. T. Segedinac ◽

S. Horvat ◽

D. D. Rodić ◽

T. N. Rončević ◽

G. Savić

Keyword(s):

Cognitive Complexity ◽

Knowledge Structure ◽

Space Theory ◽

Knowledge Space ◽

Knowledge Space Theory ◽

The Real ◽

Knowledge Spaces ◽

Problem Solving Process ◽

Constructing Knowledge ◽

Data Analytic

This paper proposes a novel application of knowledge space theory for identifying discrepancies between the knowledge structure that experts expect students to have and the real knowledge structure that students demonstrate on tests. The proposed approach combines two methods of constructing knowledge spaces. The expected knowledge space is constructed by analysing the problem-solving process, while the real knowledge space is identified by applying a data-analytic method. These two knowledge spaces are compared for graph difference and the discrepancies between the two are analysed. In this paper, the proposed approach is applied to the domain of stoichiometry. Although there was a decent agreement between expected and real knowledge spaces, a number of relations that were not present in the expected one appeared in the real knowledge space. The obtained results led to a general conclusion for teaching stoichiometry and pointed to some potential improvements in the existing methods for evaluating cognitive complexity.

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Extracting Human Expertise for Constructing Knowledge Spaces: An Algorithm

Journal of Mathematical Psychology ◽

10.1006/jmps.1993.1001 ◽

1993 ◽

Vol 37 (1) ◽

pp. 1-20 ◽

Cited By ~ 32

Author(s):

Mathieu Koppen

Keyword(s):

Knowledge Spaces ◽

Constructing Knowledge

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Rhetoric and Affect in Bilingual Latinx Literature

The Oxford Handbook of Latino Studies ◽

10.1093/oxfordhb/9780190691202.013.2 ◽

2018 ◽

pp. 306-329

Author(s):

Matylda Figlerowicz ◽

Doris Sommer

Keyword(s):

William Carlos Williams ◽

Gloria Anzaldua ◽

Political Discussion ◽

Guillermo Cabrera Infante ◽

Ana Lydia Vega ◽

Rhetorical Figures ◽

Aesthetic Pleasure ◽

New Space ◽

Genre Conventions ◽

Constructing Knowledge

Latinx writers cross boundaries between languages, renovating the experience both of language and of literature. This article takes up the invitations of several creative/disruptive artists: Víctor Hernández Cruz, Guillermo Cabrera Infante, Ana Lydia Vega, William Carlos Williams, Gloria Anzaldúa, and Tino Villanueva. The analysis shows how bilingualism transforms rhetorical figures and affective structures, arguing that metonymy—understood as contiguity and as desire—is a predominant figure of bilingualism: a figure of almost arbitrary coincidence, an unintended intimacy that writers exploit. Through rhetorical and affective gestures, bilingualism alters genre conventions and opens a new space for aesthetic pleasure and political discussion, which requires and forms an alert audience with new ways of reading. The essay traces the visions of future (and its fantasies) and of past (and its memories) from the perspective of bilingualism, showing how operating between languages allows for new ways of constructing knowledge.

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Thinking with a landscape: the Australian Alps, horses and pedagogical considerations

Australian Journal of Environmental Education ◽

10.1017/aee.2020.26 ◽

2020 ◽

pp. 1-19

Author(s):

Scott Jukes

Keyword(s):

Environmental Education ◽

Educational Research ◽

Specific Problem ◽

Geographical Location ◽

Outdoor Environmental Education ◽

Australian Alps ◽

Environmental Educators ◽

Multiple Species ◽

Constructing Knowledge

Abstract This paper proposes some possibilities for thinking with a landscape as a pedagogical concept, inspired by posthuman theory. The idea of thinking with a landscape is enacted in the Australian Alps (AA), concentrating on the contentious environmental dilemma involving introduced horses and their management in this bio-geographical location. The topic of horses is of pedagogical relevance for place-responsive outdoor environmental educators as both a location-specific problem and an example of a troubling issue. The paper has two objectives for employing posthuman thinking. Firstly, it experiments with the alternative methodological possibilities that posthuman theory affords for outdoor environmental education, including new ways of conducting educational research. Secondly, it explores how thinking with a landscape as a pedagogical concept may help open ways of considering the dilemma that horses pose. The pedagogical concept is enacted through some empirical events which sketch human–horse encounters from the AA. These sketches depict some of the pedagogical conversations and discursive pathways that encounters can provoke. Such encounters and conversations are ways of constructing knowledge of the landscape, covering multiple species, perspectives and discursive opportunities. For these reasons, this paper may be of relevance for outdoor environmental educators, those interested in the AA or posthuman theorists.

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Triple-Helix Structured Model Based on Problem-Knowledge-Solution Co-evolution for Innovative Product Design Process

Chinese Journal of Mechanical Engineering ◽

10.1186/s10033-020-00519-2 ◽

2020 ◽

Vol 33 (1) ◽

Author(s):

Qian Hui ◽

Yan Li ◽

Ye Tao ◽

Hongwei Liu

Keyword(s):

Product Design ◽

Design Process ◽

Design Problem ◽

Triple Helix ◽

Problem Solution ◽

Innovative Product ◽

Innovative Design ◽

Structured Model ◽

Knowledge Spaces ◽

Product Design Process

AbstractA design problem with deficient information is generally described as wicked or ill-defined. The information insufficiency leaves designers with loose settings, free environments, and a lack of strict boundaries, which provides them with more opportunities to facilitate innovation. Therefore, to capture the opportunity behind the uncertainty of a design problem, this study models an innovative design as a composite solving process, where the problem is clarified and resolved from fuzziness to satisfying solutions by interplay among design problems, knowledge, and solutions. Additionally, a triple-helix structured model for the innovative product design process is proposed based on the co-evolution of the problem, solution, and knowledge spaces, to provide designers with a distinct design strategy and method for innovative design. The three spaces interact and co-evolve through iterative mappings, including problem structuring, knowledge expansion, and solution generation. The mappings carry the information processing and decision-making activities of the design, and create the path to satisfying solutions. Finally, a case study of a reactor coolant flow distribution device is presented to demonstrate the practicability of this model and the method for innovative product design.

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