scholarly journals Mapping of Scientific Knowledge Structures – A Generalization of the use of Concept Maps as Algorithmic Language.

2017 ◽  
Author(s):  
Luiz Adolfo de Mello
Keyword(s):  
Scientific Knowledge ◽  
Concept Maps ◽  
Knowledge Structures ◽  
Theory Of Knowledge ◽  
Conceptual Mapping ◽  
Didactic Transposition ◽  
Algorithmic Language ◽  
Science Theory ◽  
Conceptual Maps ◽  
Physical Laws

We present a research methodology developed for the theory of knowledge which use conceptual mapping (Novak, 1990), cognitive science theory (Izqueirdo, 2003), theory of didactic transposition (Chevallard 1982) and algorithmic language. We defend the idea that in particular cases, as in the study of the theory of scientific knowledge that conceptual mapping should be done obeying well-defined rules. Due to certain particularities of how Physical theories are constructed and expressed in terms of Physical laws we will have to generalize the tool "conceptual maps" to describe how the Physical theories are elaborated. This generalization will be called "Mapping Scientific Knowledge Structures". With theme the part of physics called blackbody radiation and the theory of Planck's quantization it will be demonstrating the usefulness and effectiveness of this methodology and this tool.

scholarly journals MAPEAMENTO DE ESTRUTURAS DO CONHECIMENTO CIENTÍFICO – UMA GENERALIZAÇÃO DA FERRAMENTA MAPAS CONCEITUAIS COMO LINGUAGEM ALGORÍTMICA.

2017 ◽  
Author(s):  
Luiz Adolfo de Mello
Keyword(s):  
Cognitive Science ◽  
Scientific Knowledge ◽  
Research Methodology ◽  
Blackbody Radiation ◽  
Theory Of Knowledge ◽  
Conceptual Mapping ◽  
Didactic Transposition ◽  
Science Theory ◽  
Conceptual Maps ◽  
Physical Laws

We present a research methodology developed for the theory of knowledge which use conceptual mapping (Novak, 1990), cognitive science theory (Izqueirdo, 2003), theory of didactic transposition (Chevallard 1982) and algorithmic language. We defend the idea that in particular cases, as in the study of the theory of scientific knowledge that conceptual mapping should be done obeying well-defined rules. Due to certain particularities of how Physical theories are constructed and expressed in terms of Physical laws we will have to generalize the tool "conceptual maps" to describe how the Physical theories are elaborated. This generalization will be called "Mapping of Structures of Scientific Knowledge". With theme the part of physics called blackbody radiation and the theory of Planck's quantization it will be demonstrating the usefulness and effectiveness of this methodology and this tool.

scholarly journals Maps of Structure of Scientific Knowledge and the Theory of Scientific Knowledge: The appearance of a new branch of Social Sciences.

2017 ◽  
Author(s):  
Luiz Adolfo de Mello
Keyword(s):  
Social Sciences ◽  
Scientific Knowledge ◽  
Explanatory Models ◽  
Theory Of Knowledge ◽  
Scientific Text ◽  
Didactic Transposition ◽  
The Social ◽  
Knowledge Theory ◽  
Written Form ◽  
The Moment

We will present here the Scientific Knowledge Theory (SKT) along with one of its possible research methodologies. That is, together with Mapping of Structures of Scientific Knowledge (MSSK). That is, at the moment that a given author produces a given text or hypertext, be an educational text, an report, a article or scientific text, it "materializes" in a written form as a set of ideas, hypotheses, explanatory models, theory and/or experimental facts. All this implied in its most general form. In this moment we have the occurrence of an "educational fact." It is proposed here that a theory of Knowledge Transposition or Didactic Transposition, provided with a research methodology and based on pedagogical facts constitutes a branch of the social sciences. That this new theory, the "Theory of Scientific Knowledge", can be easily generalized to other forms of knowledge.

Knowing by Doing: The Role of Geometrical Practice in Aristotle’s Theory of Knowledge

Elenchos ◽  
2015 ◽  
Vol 36 (1) ◽  
pp. 45-88 ◽  
Author(s):  
Monica Ugaglia
Keyword(s):  
Scientific Knowledge ◽  
Theory Of Knowledge ◽  
States Of Mind ◽  
General Process ◽  
The Real ◽  
Analogical Model ◽  
Primary Function ◽  
The Relationship ◽  
The Way

Abstract Aristotle’s way of conceiving the relationship between mathematics and other branches of scientific knowledge is completely different from the way a contemporary scientist conceives it. This is one of the causes of the fact that we look at the mathematical passages we find in Aristotle’s works with the wrong expectation. We expect to find more or less stringent proofs, while for the most part Aristotle employs mere analogies. Indeed, this is the primary function of mathematics when employed in a philosophical context: not a demonstrative tool, but a purely analogical model. In the case of the geometrical examples discussed in this paper, the diagrams are not conceived as part of a formalized proof, but as a work in progress. Aristotle is not interested in the final diagram but in the construction viewed in its process of development; namely in the figure a geometer draws, and gradually modifies, when he tries to solve a problem. The way in which the geometer makes use of the elements of his diagram, and the relation between these elements and his inner state of knowledge is the real feature which interests Aristotle. His goal is to use analogy in order to give the reader an idea of the states of mind involved in a more general process of knowing.

scholarly journals КОНЦЕПТ-КАРТА ЯК ДІЄВИЙ ЗАСІБ НАВЧАННЯ ІНОЗЕМНОЇ МОВИ

2020 ◽  
Vol 15 ◽  
pp. 22-25
Author(s):  
Nataliia Borysova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Concept Map ◽  
Hierarchical Organization ◽  
Conceptual Mapping ◽  
Approximate Description ◽  
The Difference ◽  
Mind Maps

The article reveals the concept of conceptual mapping in the process of learning a foreign language. It is stated that a concept map is a diagram that shows the relationships between notions. Such maps are graphical tools for organizing and presenting knowledge. It is emphasized that the most useful form of a concept map for teaching and learning is one that is placed in a hierarchical organization, where more general and comprehensive notions are at the top of the map and more specific at the bottom. The difference between concert cards and mind maps is given. It is emphasized that despite a similarity of mind maps and concept maps, these two methods differ in many respects, in particular, concept maps are characterized by clear links between the described ideas and are more structured than mind maps, as a formally approximate description, which places ideas in some sequence and organizes them hierarchically by levels of importance.

Os Números Binários: do Saber Escolar ao Saber Científico

2017 ◽  
Vol 10 (1) ◽  
pp. 41
Author(s):  
Herman Do Lago Mendes
Keyword(s):  
Elementary School ◽  
Scientific Knowledge ◽  
National Curriculum ◽  
Didactic Transposition ◽  
Anthropological Theory ◽  
Learning Content ◽  
Units Of Measurement ◽  
Curriculum Guidelines ◽  
Basic Learning

Investiga o lócus dos Números Binários, enquanto saber ensinado, saber a ser ensinado e saber científico. Para tal, recorre-se à Teoria da Transposição Didática e a Teoria Antropológica do Didático, ambas de Yves Chevallard. Para delimitar a pesquisa, inicia-se a investigação por meio de análise praxeológica (matemática e didática) de 4 coleções de livros didáticos de matemática dos anos finais do Ensino Fundamental avaliados pelo Programa Nacional do Livro Didático; realiza-se, posteriormente, a análise praxeológica de diretrizes curriculares nacionais e estadual. Por fim, estuda-se o lócus dos Números Binários na academia Matemática. Como principais resultados destacam-se: os números binários são sugeridos nas diretrizes curriculares como conteúdo básico de aprendizagem por meio de estudo de unidades de medida da informática; São trabalhados em livros didáticos de matemática de maneira auxiliar ao estudo de potenciação ou curiosidade ou servido como leitura complementar ao docente.Palavras-chave: Números Binários. Teoria da Transposição Didática. Teoria Antropológica do Didático.AbstractIt investigates the locus of binary numbers as a taught knowledge, a knowledge that is taught and scientific knowledge. For this purpose, it uses to the Theory of Didactic Transposition and Anthropological Theory of Didactic, both of Yves Chevallard. To delimit the research, it begins the investigation by praxeological analysis (mathematics and didactic) of 4 collections of math textbooks from the final years of elementary school evaluated by the National Textbook Program; It takes place later, the praxeological analysis of national curriculum guidelines and in state the. Finally, it studies the locus of binary numbers in mathematics academy. The main results are: binary numbers are suggested in the curriculum guidelines as basic learning content through study of computing units of measurement; They are taught in textbooks of mathematics to assist study potentiation or curiosity or served as a complement to teaching reading.Keywords: Binary Numbers. Theory of Didactic Transposition,.Anthropological Theory of Didactic.

scholarly journals The Role of Metacognition in Students’ Mental Models of the Quantization

2018 ◽  
Vol 29 (3) ◽  
pp. 183-191
Author(s):  
Nilüfer Didiş Körhasan ◽  
◽  
Ali Eryılmaz ◽  
Şakir Erkoç ◽  
◽  
...  
Keyword(s):  
Quantum Theory ◽  
Qualitative Analysis ◽  
Mental Models ◽  
Scientific Knowledge ◽  
Knowledge Structures ◽  
Breaking Point ◽  
Structured Interviews ◽  
Physics Concepts ◽  
University Level

As part of a multiphase study (Didiş et al., 2014; Didiş et al., 2016), this research focused on the effective issues on cognition, and it examined the role of metacognition in the construction of mental models. With the identification of students’ mental models of quantization of physical observables in the previous parts of the project, we considered metacognition theory to identify how knowledge about cognition influenced the construction of their mental models. Semi-structured interviews were conducted with students by considering their knowledge and experiences about learning quantum theory during the semester. Based on the determined metacognitive behaviors, students’ mental models were reinterpreted by considering the metacognitive theory. The qualitative analysis results indicated that (1) students presenting more metacognitive behaviors constructed more coherent and scientific knowledge structures than the others and (2)satisfaction with knowledge was a breaking point for students’ reorganization of their knowledge. These findings are important to indicate the influence of metacognition on the construction and revision of mental models about physics concepts. In teaching of science at university level, students’ metacognitive evaluations should be taken into consideration together with their conceptions forscientific understanding.

scholarly journals O que sabem alunos do Ensino Fundamental sobre o tema “Ser Humano e Saúde”: a contribuição do Mapa Conceitual / What do Elementary School Students know about “Human Beings and Health”: the Contributions of Conceptual Maps

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Conceição Aparecida Soares Mendonça ◽  
Felipa Pacifico Ribeiro de Assis Silveira
Keyword(s):  
Concept Maps ◽  
Science Curriculum ◽  
Cognitive Structure ◽  
Meaningful Learning ◽  
Curriculum Study ◽  
Human Beings ◽  
School Students ◽  
Pedagogical Intervention ◽  
Conceptual Maps ◽  
The Subject

ABSTRACTThis article presents the results of analysis of an experimental study conducted with a group of 7th grade students of a public school in the state of Pernambuco - Brazil. The goal was to understand how concept maps contribute to the process of acquiring knowledge in natural sciences. The idea is that Concept Maps are a resource that facilitates meaningful learning, in the light of the theory of Ausubel. During the pedagogical intervention, Concept Maps were built by the students. In this light, the results presented in this paper correspond to the analysis of the produced maps, as well as of the prior knowledge of the group about Human Excretion. This theme belongs to the topic "Human Beings and Health". The group's responses were categorized to serve as subsidies to the intervention. We verified that the meanings attributed to the subject being studied need to be organized in the cognitive structure of students in order to provide meaningful learning. This is due to the fact that most students' responses belonged to the functional category, i.e. "the terms defined properly stored, without that students understand its meaning”. We believe that Concept Maps can help students to allocate and meaningfully structure their knowledge, as was demonstrated by the qualitative analysis of the maps made by the students.RESUMOEste artigo apresenta o resultado de uma investigação realizada com alunos da 7ª série do ensino fundamental de uma escola pública no estado de Pernambuco - Brasil. O objetivo foi compreender como os Mapas Conceituais contribuem para o processo de aquisição de conhecimento sobre o eixo temático Ser Humano e Saúde, atuando como recurso didático facilitador da aprendizagem significativa na concepção ausubeliana. Os Mapas Conceituais foram construídos durante o processo de intervenção pedagógica e os resultados apresentados correspondem às análises dos Mapas Conceituais, bem como o conhecimento prévio manifestado pelo aluno sobre excreção humana, um dos temas necessários à compreensão do eixo temático Ser Humano e Saúde. Os dados obtidos por meio dos conhecimentos prévios foram categorizados com base nos níveis de alfabetização biológica atribuídos pelo Biological Science Curriculum Study, servindo de subsídio para inter-venção. Constatamos que os significados atribuídos ao tema necessitam ser estruturados cognitivamente para que o aluno venha alcançar a aprendizagem significativa, visto que a maioria dos alunos utiliza-se de termos incorretos em suas respos-tas não demonstrando compreender o significado dos termos científicos que utilizam. Consideramos que o Mapa Conceitual foi capaz de contribuir para a significação do tema, revelando-se como um recurso didático potencial. Contato principal: [email protected]

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