scholarly journals An In-depth Qualitative Analysis of Situated Learning Instruction in Situation Awareness for Military English Course

2021 ◽  
Vol 6 (1) ◽  
pp. 1-18
Author(s):  
Hsiu-Yu Yao ◽  
Yu-Tang Hung
Keyword(s):  
Qualitative Analysis ◽  
Situated Learning ◽  
Situation Awareness ◽  
Concept Formation ◽  
Concept Maps ◽  
Suitable Method ◽  
Learning Performance ◽  
Learning Instruction ◽  
The Military ◽  
Research Tools

    While situated learning (SL) instruction has been adopted for educational purposes in many fields, an SL environment for military English has not been considered. Situation awareness (SA) is an important theme in the military English course, SL instruction can be a suitable method to enhance cadets’ learning performance in SA operation. This study investigated the SA concept formation and operation as the effects of conducting SL instruction.     A film acted as an authentic military context, which sixteen cadets in Taiwan, R.O.C. accessed to perform SA. On the basis of Blooms’ six cognition levels, the researchers gave an in-depth qualitative analysis over their learning performance of SA. The research tools include worksheets, English role-plays, and concept maps. Worksheets were designed to observe their SA concept formation in four film situations during Endsley’s three steps of SA: perception, comprehension, and projection. The researchers used English role plays to judge whether they actively operated SA and concept maps to see if they formed new SA concepts.

scholarly journals Deaf Children’s Concept Formation in Mathematics

2005 ◽  
Vol 4 (3) ◽  
pp. 375-376
Author(s):  
Elsa Foisack
Keyword(s):  
Sign Language ◽  
Concept Formation ◽  
Concept Maps ◽  
Deaf Children ◽  
Large Variability ◽  
Self Confidence ◽  
Video Recordings ◽  
Time To Learn ◽  
School For The Deaf ◽  
Bilingual School

The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.

A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

2018 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Chien-Wen Chuang ◽  
Gwo-Jen Hwang ◽  
Wen-Jen Tsai
Keyword(s):  
Social Studies ◽  
Technology Acceptance ◽  
Concept Mapping ◽  
Peer Tutoring ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Performance ◽  
Control Group ◽  
Mapping Approach ◽  
Acceptance Levels

Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by young students in concept mapping. Therefore, how to provide an efficient strategy for enhancing students' learning achievement using concept mapping is worth studying. The purpose of this study is to explore the effects of the peer tutoring-based concept mapping approach on students' learning performance. A 5-week experiment was conducted in an elementary school social studies course in southern Taiwan. The participants were two classes of fifth graders. One class was the experimental group consisting of 33 students provided with a computerized concept map learning model based on peer tutoring, whereas the other class was the control group consisting of 32 students learning with a conventional computerized concept mapping approach. It was found that the learning achievements and the concept map scores of the students who learned with the peer-tutoring strategy were significantly higher than those students who learned with the conventional computerized concept mapping approach. Meanwhile, the result also indicated that the innovative approach is significantly helpful for improving the students' learning attitudes and technology acceptance levels.

scholarly journals Concept formation in the speaking autistic child

1971 ◽  
Vol 18 (1) ◽  
Author(s):  
Marlene Noach
Keyword(s):  
Qualitative Analysis ◽  
Autistic Child ◽  
Concept Formation ◽  
Normal Group ◽  
Control Group ◽  
Autistic Children ◽  
Autistic Group ◽  
Different Levels

The aim of this investigation was to determine the structure of concept formation on different levels of its development in speaking autistic children. A modified form of the Hanfmann-Kasanin Test of concept formation was administered to four female speaking autistic children. A control group was selected for comparative purposes. It was established by a qualitative analysis according to Vygotsky's theory that the autistic group was uniformly inferior to the normal group in their capacity for concept formation. It was concluded that these children showed an impairment in concept formation.

scholarly journals Danningsbegrepet i barnehagenes årsplaner – en diskursanalytisk tilnærming

2015 ◽  
Vol 11 ◽  
Author(s):  
Grete Nordvik ◽  
Marit Alvestad
Keyword(s):  
Discourse Analysis ◽  
Qualitative Analysis ◽  
Critical Discourse Analysis ◽  
Concept Formation ◽  
Critical Discourse ◽  
Formation Theory ◽  
Theoretical Perspectives ◽  
New Knowledge ◽  
Different Types ◽  
Empirical Foundation

The introduction of the concept formation (danning/Bildung) in the Norwegian Framework plan for the content and tasks of kindergartens makes it important and interesting to gain new knowledge about this concept theoretical as well as practical. The intention in this article is to identify, analyse and discuss formation discourses in the annual plans. The empirical foundation for this qualitative analysis is twenty strategic selected annual plans from different types of kindergartens located in two Norwegian municipalities. Methodological perspectives are linked to several authors and researchers, in particular to Foucault’s critical discourse analysis. The theoretical perspectives in the study builds on Klafki’s formation theory and critical constructive didactics, and to Kosellec’s historical description of the formation concept.  Finally, the two discourses the analysis resulted in: the subjectivity discourse and the community discourse are presented and discussed from relevant theoretical and practical perspectives.Danningsbegrepet er innført i Rammeplan for barnehagens innhold og oppgaver, noe som gjør det både viktig og interessant å utvikle ny kunnskap om danningsbegrepet i barnehagens virksomhet så vel teoretisk som praktisk. Intensjonen i denne artikkelen er å løfte fram, analysere og diskutere hvilke danningsdiskurser som kan spores i årsplanenes beskrivelser av danning. Det empiriske grunnlaget for denne kvalitative analysen er tyve årsplaner fra ulike typer av barnehager lokalisert i to større norske bykommuner. Metodologiske perspektiver er knyttet til flere, men særlig til Focault sin kritiske diskursanalyse. Studien bygger på teoretiske perspektiver fra Klafki sin danningsteori og kritisk konstruktive didaktikk, samt til Kosellec sin begrepshistoriske utredning om danningsbegrepet. Avslutningsvis blir de to diskursene som analysen resulterte i; subjektivitetsdiskursen og felleskapsdiskursen presentert og drøftet ut fra relevante teoretiske og praktiske perspektiver.

An Intelligent Resource Manager Over Terrorism Knowledge Base

2020 ◽  
Vol 13 (3) ◽  
pp. 394-405 ◽  
Author(s):  
Archana Patel ◽  
Abhisek Sharma ◽  
Sarika Jain
Keyword(s):  
Knowledge Base ◽  
Situation Awareness ◽  
Fire Department ◽  
Government Officials ◽  
Resource Manager ◽  
Emergency Personnel ◽  
Comprehensive Knowledge ◽  
Managerial Implications ◽  
The Government ◽  
The Military

: The complex and chaotic crisis created by terrorism demands for situation awareness which is possible with the proposed Indian Terrorism Knowledge Treasure (ITKT). Objective: This work is an effort at creating the largest comprehensive knowledge base of terrorism and related activities, people and agencies involved, and extremist movements; and providing a platform to the society, the government and the military personnel in order to combat the evolving threat of the global menace terrorism. Methods: For representing knowledge of the domain semantically, an ontology has been used in order to better integrate data and information from multiple heterogeneous sources. An Indian Terrorism Knowledge Base is created consisting of information about past terrorist attacks, actions taken at time of those attacks, available resources and more. An Indian Terrorism Resource Manager is conceived comprising of various use cases catering to searching a specified keyword for its description, navigating the complete knowledge base of Indian Terrorism and finding any answers to any type of queries pertaining to terrorism. Results: The managerial implications of this work are two-fold. All the involved parties, i.e., the government officials, military, police, emergency personnel, fire department, NGOs, media, public etc will be better informed in case of emergency and will be able to communicate with each other; hence improving situation awareness and providing decision support.

Effect Of Instructor-Provided Concept Maps And Self-Directed Learning Ability On Students Online Hypermedia Learning Performance

2013 ◽  
Vol 10 (4) ◽  
pp. 223-234 ◽  
Author(s):  
Pao-Nan Chou
Keyword(s):  
Concept Maps ◽  
Concept Map ◽  
Learning Ability ◽  
Learning Performance ◽  
Control Group ◽  
Self Directed Learning ◽  
Control Group Design ◽  
Learning Abilities ◽  
Traditional Concept ◽  
Directed Learning

The purpose of this experimental study was to explore the instructional effectiveness of integrating varied instructor-provided concept maps into an online hypertext learning environment, and the effect of learners self-directed learning abilities on their learning performance. The research adopted a randomized posttest with two-control-group design. Two major instructional treatments were traditional and interactive concept maps embedded in the online hypertext material. One hundred twenty-six undergraduate students from a public university in the U.S. participated in the study. Student participants were segregated into two levels of self-directed learning groups. Three criterion tests, including identification, terminology, and comprehension tests, were used to measure students learning performance. Results indicated that (a) the interactive concept map was superior to the traditional concept map in facilitating students knowledge acquisition, (b) students self-directed learning abilities did not influence their learning performance, and (c) the concept mapping strategy did not increase students self-directed learning abilities.

scholarly journals Understanding cadets’s evaluation of taste and wellbeing in one food menu from the Brazilian Air Force Academy through word association

2020 ◽  
Vol 27 ◽  
pp. e020018
Author(s):  
Manoela Pires ◽  
Marcos Henrique Oliveira Barreto
Keyword(s):  
Qualitative Analysis ◽  
Physical Performance ◽  
Air Force ◽  
Nutritional Value ◽  
Word Association ◽  
Mental Wellbeing ◽  
Air Force Academy ◽  
Military Organization ◽  
The Military

A questionnaire was conducted in the field with the cadets of the Brazilian Air Force Academy, and its main objective was to verify their perception of the food provided by the military organization, in order to understand which kinds of food were considered positive and negative foods for wellbeing and their daily physical performance, and how the food supplied affects their routine in any aspect. The research was carried out with 130 participants, through a questionnaire of unstructured qualitative analysis and word association technique. Participants were approached shortly after lunch, inside the mess hall. The results showed that the majority of cadets classified as positive or negative foods in terms of taste and not for their nutritional value. The cadets have also correlated food to physical and mental wellbeing and affirmed that a good meal directly affects their routine.

An Intelligent Knowledge Treasure for Military Decision Support

2019 ◽  
Vol 14 (3) ◽  
pp. 55-75 ◽  
Author(s):  
Sanju Mishra ◽  
Sarika Jain
Keyword(s):  
Decision Support ◽  
Situation Awareness ◽  
Information Integration ◽  
Support Service ◽  
Military Operations ◽  
Ontology Language ◽  
Military Commanders ◽  
Core Concepts ◽  
The Military ◽  
Heterogeneous Resources

Information integration is great for military operations because the range of pertinent information sources is significantly distinct and dynamic. This article develops an intelligent knowledge treasure comprised of military resource ontology and procedures, as a learning model for better interoperability of heterogeneous resources of the Indian military. This model can interpret and learn the context of military information automatically, thereby facilitating the military commanders with decision making in several operations, such as command and control, teaching and training, military coalition, situation awareness and many more. To design the military resource ontology, this article specifies the core concepts of the ontology based on terms derived from heterogeneous resources. WWW standard ontology language, OWL has been used to codify the ontology. This article develops an intelligent tool—“QueryOnto”—as an interface to the military resource ontology that provides a commander decision support service and demonstrates how to apply the military ontology in practice. The developed ontology has been verified and validated with the best known approaches and metrics available. The presented model is helpful for military commanders to train their juniors in a systematic way and will provide an efficient web-based learning of different military tasks in future.

Using Concept Maps to Assess Conceptual Knowledge of Function

1998 ◽  
Vol 29 (4) ◽  
pp. 414-421 ◽  
Author(s):  
Carol G. Williams
Keyword(s):  
Qualitative Analysis ◽  
Conceptual Understanding ◽  
Conceptual Knowledge ◽  
Concept Maps ◽  
Student Groups

In this study I examine the value of concept maps as instruments for assessment of conceptual understanding, using the maps to compare the knowledge of function that students enrolled in university calculus classes hold. Twenty-eight students, half from nontraditional sections and half from traditional sections, participated in the study. Eight professors with PhDs in mathematics also completed concept maps. These expert maps are compared with the student maps. Qualitative analysis of the maps reveals differences between the student and expert groups as well as between the 2 student groups. Concept maps proved to be a useful device for assessing conceptual understanding.

An Intelligent Knowledge Treasure for Military Decision Support

2021 ◽  
pp. 498-521
Author(s):  
Sanju Mishra ◽  
Sarika Jain
Keyword(s):  
Decision Support ◽  
Situation Awareness ◽  
Information Integration ◽  
Support Service ◽  
Military Operations ◽  
Web Based ◽  
Military Commanders ◽  
Core Concepts ◽  
The Military ◽  
Heterogeneous Resources

Information integration is great for military operations because the range of pertinent information sources is significantly distinct and dynamic. This article develops an intelligent knowledge treasure comprised of military resource ontology and procedures, as a learning model for better interoperability of heterogeneous resources of the Indian military. This model can interpret and learn the context of military information automatically, thereby facilitating the military commanders with decision making in several operations, such as command and control, teaching and training, military coalition, situation awareness and many more. To design the military resource ontology, this article specifies the core concepts of the ontology based on terms derived from heterogeneous resources. WWW standard ontology language, OWL has been used to codify the ontology. This article develops an intelligent tool—“QueryOnto”—as an interface to the military resource ontology that provides a commander decision support service and demonstrates how to apply the military ontology in practice. The developed ontology has been verified and validated with the best known approaches and metrics available. The presented model is helpful for military commanders to train their juniors in a systematic way and will provide an efficient web-based learning of different military tasks in future.

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