The Importance of Real World Situations for Understanding Abstract Concepts

2012 ◽  
Author(s):  
Lisa King ◽  
Ken McRae
Keyword(s):  
Real World ◽  
Abstract Concepts

Educational Augmented Reality (AR) Applications and Development Process

2017 ◽  
pp. 26-53 ◽  
Author(s):  
Muzaffer Özdemir
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Development Process ◽  
Empirical Studies ◽  
Abstract Concepts ◽  
Development Stages ◽  
Development Tools ◽  
Sense Of Reality ◽  
Digital Objects

In recent years, presenting the useful information in an effective way has become a great necessity for educators. The opportunities provided by the AR technologies offer practical ways to meet this need of educators. By integrating the digital objects with real-world assets simultaneously, AR helps to concretize abstract concepts, and enhances the sense of reality, which in turn is a huge contribution to learning. In this chapter, it was presented the various limitations and advantages of AR revealed by some empirical studies in the literature. In addition, it was given information about AR development tools/ programs, add-on packages and presented development stages for an exemplary AR book page. The use of the Unity and Vuforia was explained as the development tools. It is believed that this information would be useful for those who will develop AR application which can be easily displayed by mobile or desktop PCs.

How Big is Your Foot?

2001 ◽  
Vol 6 (8) ◽  
pp. 476-481
Author(s):  
Suzanne Levin Weinberg
Keyword(s):  
Middle School ◽  
Real World ◽  
Upper Elementary ◽  
Eighth Grade ◽  
First Year ◽  
Abstract Concepts ◽  
School Grades ◽  
First Year Teacher ◽  
Eighth Grade Students ◽  
Elementary And Middle School

Concepts relating to fractions and measurement are difficult for students in the upper elementary and middle school grades to grasp (Bright and Heoffner 1993; Coburn and Shulte 1986; Levin 1998; Thompson 1994; Thompson and Van de Walle 1985; Witherspoon 1993). As a first-year teacher, I learned the value of relating difficult concepts, especially abstract concepts, to students' real-world experiences. The “How Big Is Your Foot?” project grew out of a question that I asked my eighth-grade students during my first year of teaching. We had just finished studying conversions in the metric system and had begun working with conversions in the customary system. As a warmup question, I asked my students to describe the distance from my desk to the door of the classroom. I wrote their responses on the chalkboard as they called out estimates: 1 meter, 60 meters, 25 feet, 300 inches, 300 centimeters.

scholarly journals MetricRA: Learning Software Metrics through Augmented Reality

2018 ◽  
Author(s):  
Rebeca Motta ◽  
Mario Bonicenha ◽  
Claudia Susie Rodrigues ◽  
Cláudia Werner
Keyword(s):  
Software Engineering ◽  
Augmented Reality ◽  
Real World ◽  
Software Metrics ◽  
Engineering Students ◽  
Class Diagram ◽  
Abstract Concepts ◽  
Augmented Reality Technology ◽  
Learning Software

Augmented reality creates a bridge between virtual and real world, providing stimulating resources for different purposes. This technology enables new teaching possibilities since it can bring more abstract concepts into reality and put the knowledge related to several areas, such as Software Engineering, into practice. MetricRA is a tool developed to help Software Engineering students to understand Cohesion and Coupling metrics. The solution was implemented with Augmented Reality technology, where the user can control a class diagram to observe the metrics transformation. This article describes MetricRA tool and presents a study conducted to evaluate its ability to contribute to the understanding of the concepts proposed.

scholarly journals The Semantics of Purity in the Ancient Near East: Lexical Meaning as a Projection of Embodied Experience

2014 ◽  
Vol 14 (1) ◽  
pp. 87-113 ◽  
Author(s):  
Yitzhaq Feder
Keyword(s):  
Real World ◽  
Cognitive Linguistics ◽  
Semantic Analysis ◽  
Near East ◽  
Biblical Hebrew ◽  
Semantic Structure ◽  
Embodied Experience ◽  
Abstract Concepts ◽  
Lexical Meaning ◽  
Embodiment Theory

This article analyzes the primary terms for purity in Biblical Hebrew, Ugaritic, Sumerian, Akkadian and Hittite. Building on insights from cognitive linguistics and embodiment theory, this study develops the premise that semantic structure—even of seemingly abstract concepts—is grounded in real-world bodily experience. An examination of purity terms reveals that all of them can be related to a concrete sense pertaining to radiance (brilliance, brightness, shininess). The article then traces the semantic development of purity terms in distinct experiential contexts and shows how semantic analysis can elucidate the inner logic of fundamental religious concepts.

scholarly journals Intangible features extraction in the processing of abstract concepts: Evidence from picture-word priming

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251448
Author(s):  
Dounia Lakhzoum ◽  
Marie Izaute ◽  
Ludovic Ferrand
Keyword(s):  
Semantic Priming ◽  
Real World ◽  
Features Extraction ◽  
Facilitatory Effect ◽  
Abstract Concepts ◽  
Situational Context ◽  
Symbol Processing ◽  
Word Priming ◽  
Situational Information ◽  
Extraction Mechanisms

Over the last decade, hypotheses ranging from linguistic symbol processing to embodiment have been formulated to account for the content and mechanisms responsible for the representation of abstract concepts. Results of recent studies have suggested that abstract concepts, just like concrete ones, can benefit from knowledge of real-world situational context, but that they can also be processed based on abstract pictures devoid of such situational features. This paper presents two semantic priming experiments to explore such mechanisms further. The first experiment replicates Kuipers, Jones, and Thierry (2018) in a cross-linguistic setting which shows that abstract concepts can be processed from abstract pictures devoid of tangible features. In the second experiment, we studied extraction mechanisms that come into play when participants are presented with abstract and concrete pictures that provide situational information to illustrate target abstract concepts. We expected this facilitatory effect to be limited to concrete picture primes. Our data analysed with both Bayesian and Frequentist tests showed however that even when presented with tangible situational information, the extraction of features still occurred for abstract pictures. We discuss the implications of this with respect to future avenues for studying the processing of abstract concepts.

scholarly journals Abstract Concepts and Pictures of Real-World Situations Activate One Another

2018 ◽  
Vol 10 (3) ◽  
pp. 518-532 ◽  
Author(s):  
Ken McRae ◽  
Daniel Nedjadrasul ◽  
Raymond Pau ◽  
Bethany Pui-Hei Lo ◽  
Lisa King
Keyword(s):  
Real World ◽  
Abstract Concepts

My Journey toward a New Slant on Slope

2003 ◽  
Vol 96 (7) ◽  
pp. 504-508
Author(s):  
Connie Johnsen ◽  
Trena L. Wilkerson
Keyword(s):  
High School Students ◽  
Real World ◽  
Teaching Style ◽  
Great Difficulty ◽  
Abstract Concepts ◽  
School Students ◽  
Beginning Algebra ◽  
Hands On ◽  
Concrete Operational ◽  
Algebra Class

Learning how to modify my teaching style and determining successful methods for reaching struggling students in a beginning algebra class has been an eventful journey for me. My journey began fourteen years ago when I altered my teaching style of straight lecturing to one that incorporated handson activity learning with real-world connections, along with the lectures. In a beginning algebra class, using real-world connections is particularly important because the students have great difficulty connecting the abstract concepts of algebra with their everyday lives. Since research has shown that “50 percent of students sixteen and older function at Piaget's concrete operational level” (Gadanidis 1994, p. 93), high school students need the opportunity for hands-on activities. Businesses require that students not only comprehend but also apply mathematics to qualify for jobs.

Replications can cause distorted belief in scientific progress

2018 ◽  
Vol 41 ◽  
Author(s):  
Michał Białek
Keyword(s):  
Real World ◽  
Scientific Progress ◽  
The Public ◽  
Psychological Science

AbstractIf we want psychological science to have a meaningful real-world impact, it has to be trusted by the public. Scientific progress is noisy; accordingly, replications sometimes fail even for true findings. We need to communicate the acceptability of uncertainty to the public and our peers, to prevent psychology from being perceived as having nothing to say about reality.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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