Concept networks in learning: finding key concepts in learners' representations of the interlinked structure of scientific knowledge

2014 ◽  
Vol 2 (2) ◽  
pp. 187-202 ◽  
Author(s):  
I. T. Koponen ◽  
M. Nousiainen
Human Studies ◽  
2019 ◽  
Vol 43 (1) ◽  
pp. 61-87 ◽  
Author(s):  
Hub Zwart

Abstract Gaston Bachelard (1884–1962) occupies a unique position in the history of European thinking. As a philosopher of science, he developed a profound interest in genres of the imagination, notably poetry and novels. While emphatically acknowledging the strength, precision and reliability of scientific knowledge compared to every-day experience, he saw literary phantasies as important supplementary sources of insight. Although he significantly influenced authors such as Lacan, Althusser, Foucault and others, while some of his key concepts (“epistemological rupture,” “epistemological obstacle,” “technoscience”) are still widely used, his oeuvre tends to be overlooked. And yet, as I will argue, Bachelard’s extended series of books opens up an intriguing perspective on contemporary science. First, I will point to a remarkable duality that runs through Bachelard’s oeuvre. His philosophy of science consists of two sub-oeuvres: a psychoanalysis of technoscience, complemented by a poetics of elementary imagination. I will point out how these two branches deal with complementary themes: technoscientific artefacts and literary fictions, two realms of human experience separated by an epistemological rupture. Whereas Bachelard’s work initially entails a panegyric in praise of scientific practice, he becomes increasingly intrigued by the imaginary and its basic images (“archetypes”), such as the Mother Earth archetype.


2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 179-185
Author(s):  
Mariza Fortuna ◽  
Rosana Meire Cazadei ◽  
Carmen Lúcia Dias

Education has the function of transmitting to the students the systematized knowledge, the historically produced scientific knowledge that will instrumentalize them to act in society in a critical, concrete and conscious way. Over the years, society has undergone several changes, since it is dynamic and in constant movement, but the Brazilian educational system has not been able to keep up with the essential changes in the individual's formal education. In this sense, this article aims to present the contributions of the Piagetian theory in the educational area, seeking to clarify some misconceptions about this theory, to train and inform teachers about its use in pedagogical practice, since it allows a closer approximation of the school social role. For that, we use, as an epistemological theoretical contribution, authors who discuss the key concepts of Jean Piaget's constructivist theory. From these discussions, it is possible to confirm the relevance of Piagetian theory in the educational area, promoting knowledge and human development in all its possibilities.


Author(s):  
Melen McBride

Ethnogeriatrics is an evolving specialty in geriatric care that focuses on the health and aging issues in the context of culture for older adults from diverse ethnic backgrounds. This article is an introduction to ethnogeriatrics for healthcare professionals including speech-language pathologists (SLPs). This article focuses on significant factors that contributed to the development of ethnogeriatrics, definitions of some key concepts in ethnogeriatrics, introduces cohort analysis as a teaching and clinical tool, and presents applications for speech-language pathology with recommendations for use of cohort analysis in practice, teaching, and research activities.


1997 ◽  
Vol 2 (4) ◽  
pp. 293-300 ◽  
Author(s):  
Ype H. Poortinga ◽  
Ingrid Lunt

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.


1989 ◽  
Vol 34 (5) ◽  
pp. 467-469
Author(s):  
Clifford I. Notarius

1994 ◽  
Vol 39 (3) ◽  
pp. 329-329
Author(s):  
Mary Crawford ◽  
Melissa Biber

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