Abstraction in Context: Epistemic Actions

2001 ◽  
Vol 32 (2) ◽  
pp. 195 ◽  
Author(s):  
Rina Hershkowitz ◽  
Baruch B. Schwarz ◽  
Tommy Dreyfus
Keyword(s):  
Abstraction In Context ◽  
Epistemic Actions

scholarly journals Backward Reasoning and Epistemic Actions in Discovering Processes of Strategic Games Problems

Mathematics ◽  
2020 ◽  
Vol 8 (6) ◽  
pp. 989
Author(s):  
Marta Barbero ◽  
Inés M. Gómez-Chacón ◽  
Ferdinando Arzarello
Keyword(s):  
Qualitative Methodology ◽  
Engineering Students ◽  
Unified Framework ◽  
Backward Reasoning ◽  
Strategy Games ◽  
Abstraction In Context ◽  
Epistemic Actions ◽  
Design Experiments

The paper focuses on the cognitive and epistemic characterization of backward reasoning in strategy games resolution. It explores the use of abstraction in context (AiC) theory as a tool for the analysis of the epistemic actions involved in these processes. We follow a qualitative methodology based on design experiments, focusing on a study carried out with mathematics and engineering students. The analysis allowed us to combine the two models derived from the epistemology of mathematical backward reasoning and AiC theory in a unified framework that allowed us to focus both short-term and long-term processes in mathematical activities. Recurring patterns of epistemic actions were identified.

Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

scholarly journals Assertions, joint epistemic actions and social practices

Synthese ◽  
2015 ◽  
Vol 193 (1) ◽  
pp. 71-94 ◽  
Author(s):  
Seumas Miller
Keyword(s):  
Social Practices ◽  
Epistemic Actions

,Abstraction in Context‘ zur Optimierung einer Lernumgebung zum präformalen Beweisen mit digitalen Medien in der Primarstufe

2020 ◽  
pp. 37-53
Author(s):  
Melanie Platz
Keyword(s):  
Open Source ◽  
Tablet Pcs ◽  
Abstraction In Context ◽  
Digitale Medien

Das Projekt ‚Prim-E-Proof‘ verfolgt das Ziel, Lernumgebungen mit digitalen Medien (Open Source Applets auf Tablet PCs) zur Unterstützung von Argumentations- und Beweisfähigkeiten in der Primarstufe zu generieren. Der Fokus des Projektes liegt darauf, klassische Lehr- und Lernprozesse mit Lernumgebungen, in denen – falls sinnvoll – digitale Medien Anwendung finden, zu unterstützen. In diesem Beitrag werden Schlussfolgerungen für die Weiterentwicklung der ersten Version der Lernumgebung auf Grund von Ergebnissen einer empirischen Untersuchung gezogen.

EAK-Schema and Its Epistemic Actions

2021 ◽  
pp. 63-84
Author(s):  
Claudia Fernández-Fernández
Keyword(s):  
Epistemic Actions

Building a local conceptual framework for epistemic actions in a modelling environment with experiments

ZDM ◽  
2008 ◽  
Vol 40 (2) ◽  
pp. 225-234 ◽  
Author(s):  
Stefan Halverscheid
Keyword(s):  
Conceptual Framework ◽  
Epistemic Actions ◽  
Modelling Environment

Contradictions, transitions, and materiality in organizing processes: An activity theory perspective

First Monday ◽  
2011 ◽  
Author(s):  
Kirsten Foot ◽  
Carole Groleau
Keyword(s):  
Activity Theory ◽  
Cultural Historical Activity Theory ◽  
Epistemic Actions ◽  
Organizational Relations ◽  
Historical Activity ◽  
Cultural Historical Activity ◽  
Different Levels

This article develops the concept of multilevel contradictions in organizing processes, from the perspective of cultural-historical activity theory. In most activity theory-based scholarship, systemic contradictions are collapsed into a singular, generic construct, and the generative force of the different levels of contradictions in socio-organizational relations is overlooked. In contrast, we explicate when, how and why four distinct layers of contradiction precipitate one another, provoke distinct epistemic actions from different sets of organizational actors, and catalyze the development of organizing processes.

scholarly journals Playing cards: spatial arrangements for observational learning

2018 ◽  
Vol 22 (1) ◽  
pp. 187-197
Author(s):  
Åsa Harvard Maare
Keyword(s):  
Observational Learning ◽  
Distributed Cognition ◽  
Leisure Time ◽  
Learning Opportunities ◽  
Point Of View ◽  
Problem Solver ◽  
Card Game ◽  
Active Player ◽  
Epistemic Actions ◽  
The Individual

Abstract This paper looks at how players of a card game create spatial arrangements of playing cards, and the cognitive and communicative effects of such arrangements. The data is an episode of two 8-year old children and a teacher playing the combinatorial card game Set, in the setting of the leisure-time center. The paper explores and explains how the visual resources of the game are used for externalizing information in terms of distributed cognition and epistemic actions. The paper also examines how other participants attend to the visual arrangements and self-directed talk of the active player. The argument is that externalizing information may be a strategy for reducing cognitive load for the individual problem-solver, but it is also a communicative behaviour affecting other participants and causing them to engage with the problem and the problem-solver. Seeing and hearing players who have succeeded in finding a set provide observers with rich learning opportunities, and increases their motivation to play the game. From the point of view of learning design, the consequence of this is that bystanders merit to be considered as the potential learners of a pedagogical game as much as the players themselves

scholarly journals The effect of augmented reality and virtual reality interfaces on epistemic actions and the creative process

2015 ◽  
Author(s):  
◽  
Tilanka Chandrasekera
Keyword(s):  
Learning Styles ◽  
Cognitive Load ◽  
Technology Acceptance ◽  
Design Process ◽  
Individual Characteristics ◽  
User Preferences ◽  
Creative Design ◽  
Epistemic Actions ◽  
Learner Preferences ◽  
Creative Design Process

The aim of the study is to investigate how VR and AR interfaces affect the creative design process in design education. Theories from cognitive psychology, information sciences, and design cognition are provide an explanatory mechanism to indicate that epistemic action reduces cognitive load, thereby reducing fixation in the design process and enhancing the creative design process. Thirty undergraduate design students were randomly divided into two groups that used AR or VR to complete a simple project that required students to design the interior of an office. Mixed qualitative and quantitative methods were used. A linkography protocol was used to understand the effect of different interfaces on the creative design process and a questionnaire was administered to examine the effect of user characteristics on the creative design process. Results of the study indicated that AR interfaces tend to encourage more epistemic actions during the design process than the VR interfaces. Epistemic actions were found to reduce the cognitive load thereby reducing fixation in the creative design process. From calculating entropy of the design process, AR appeared to provide a more conducive environment for creativity than VR. The second part of the study focuses on how individual characteristics of the students moderate the effect of technology traits in enhancing the creative design process. Learner preferences were analyzed through learning styles and technology acceptance was measured to understand how different learning styles affect technology acceptance of the two media types of AR and VR. The theoretical background suggests that perceived ease of use correlates with creativity. Hence, learner preferences were hypothesized to affect the use of different types of media in the creative design process. The results did not indicate that learner preferences affected the creative design process but did support the conclusion that certain user preferences lead to higher acceptance levels for technology.

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