scholarly journals The use of Concept Maps in the Evaluation of Cognitive Models of Science. The Case of Photoelectric Effect.

2017 ◽  
Author(s):  
Luiz Adolfo de Mello
Keyword(s):  
High School ◽  
Concept Maps ◽  
Cognitive Theory ◽  
Albert Einstein ◽  
Photoelectric Effect ◽  
Theoretical Framework ◽  
Scientific Models ◽  
Theory Of Science ◽  
Bachelor Of Science ◽  
Didactic Transposition

Using the theoretical framework of cognitive theory of science and using conceptual mapping will do the study of how original scientific models are transposed to the didactic models. This is, to analyze how the knowledge produced in the 'academic spheres' is modified, adapted, simplified and consolidate as knowledge to be taught in the classroom. Here we study the topic of physics called photoelectric effect. We will review the main concepts used by Albert Einstein (1905) in the development of the theory of the photoelectric effect and how they were transcribed, filtered and drawn up in textbooks made for the academic course of Bachelor of Science in Physics, for the basic cycle of university course and for high school. That is, how the eight (8) chapters of his article condense in a single section in high school textbooks. We will use here Concept Map to analyze how does the didactic transposition of this theory in the generalized sense by Izquierdo-Aymerich (2003) and synthesized by de Mello (2015a) of Chevallard theory (1985). We analyze, using as a theoretical framework the cognitive science theory [Nersessian, 1992; Jhonson-Laird, 1980] as the fact of the theory for the photoelectric effect have been proposal before the paradigm of quantum mechanics have been established affected the epistemological construction of that article and how this fact was transposed to textbooks. Here we will consolidate the most current version of the theory of didactic transposition that encompasses (synthesizes) the theory of Chevallard, cognitive theory of science and mental models of Jhonson-Laird. We will confirm here that CM is for the analysis of conceptual construction of any theory the equivalent of structured language is for programming.

scholarly journals A propose of rules defining as a didactic transposition should occur or be achieved - the generalized didactic transposition theory

2017 ◽  
Author(s):  
Luiz Adolfo de Mello
Keyword(s):  
Mental Models ◽  
Cognitive Theory ◽  
Scientific Models ◽  
Academic Environment ◽  
Current Version ◽  
Theory Of Science ◽  
Environment Change ◽  
Didactic Transposition ◽  
Didactic Models

We present the most current version of the theory of didactic transposition that encompasses (synthesizes) Theory of Chevallard (1991), the Cognitive Theory of Science (CTS) and Mental Models of Jhonson-Laird (1980). Is made here a brief review of Chevallard theory and exposes the generalization of this theory by author according to the work of Izquierdo-Aymerich (2003). That is, it is proposed here a theory to study how the knowledge scientific (the original scientific models) are transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. Complementing the work of Chevallard (1982), Brockington (2005) and others we re-present the characteristics that define the reason of a certain knowledge to be present in textbooks and propose rules defining as a DT should occur or be achieved.

scholarly journals Concept maps as a tool for evaluation of modern physics contents in textbooks

2017 ◽  
Author(s):  
Luiz Adolfo de Mello
Keyword(s):  
High School ◽  
Quantum Physics ◽  
Concept Maps ◽  
Instructional Sequence ◽  
Didactic Transposition ◽  
Curriculum Structure ◽  
Conceptual Construction ◽  
Modern Physics ◽  
Basic Physics ◽  
Didactic Presentation

CM is a useful tool for evaluating the instructional sequence or conceptual construction of textbooks for the basic cycle of the course of Physics and Engineering as for high school. We show that CM is to the analysis of the concepts of the science the analog of structured language is for programming. As an application, CM will be used to evaluate the topic called Modern Physics written for Basic Physics. We use as theoretical frame the theory of didactic transposition of Chevallard and generalized by Izquierdo-Aymerich, Adúriz-Bravo and others. It can be observed that most Modern Physics books follow the curriculum structure proposed in the book “Quantum Physics” of the authors R. Eisberg and R. Resnick. But some stand out by offering some alternative proposals for the instructional sequence of exposure of subject. Thus, we face the question: Can we evaluate and compare the sequences of didactic presentation of topics in modern physics that led to the development of Schröndiger Equation. What are the main topics that should be given greater emphasis and which could be taught superficially, or even deleted?Concept maps built for the contents of Modern Physics show us the most important links between the key concepts introduced by the authors. They show how concepts are sometimes anticipated, sometimes postponed and sometimes partitioned to provide support and consistency to topics and chapters which will follow. The CM built for high school textbook could tell us the level o math used in its text.

scholarly journals THE COGNITIVE MODEL OF SCIENCE AND THE USE OF CONCEPTS MAPPING IN THE STUDY OF SCIENTIFIC PARADIGM TRANSPOSITION – THE CASE OF BLACK BODY RADIATION

2017 ◽  
Author(s):  
Luiz Adolfo de Mello
Keyword(s):  
High School ◽  
Cognitive Model ◽  
Black Body ◽  
Black Body Radiation ◽  
Blackbody Radiation ◽  
Max Planck ◽  
Bachelor Of Science ◽  
Didactic Transposition ◽  
Science Theory ◽  
Physics Course

Conceptual mapping will be generalized and used to perform the analysis of how knowledge produced in the 'academic spheres' change, adapt, is simplified and consolidate as knowledge to be taught in the classroom. We will study here how the topic of physics called blackbody radiation is transposed to the textbooks. We analyze the main concepts used by Max Planck (1901) in the development of the theory of blackbody radiation and how they were transcribed, filtered and drawn up in textbooks made for the junior and senior years of the Bachelor of Science in Physics course, for the freshman and sophomore years of an university course and for high school. That is, as the three (3) chapters of Planck’s article condense into a single section in high school textbooks. We will use here a generalized version of Concept Mapping (MSSK) to analyze how the didactic transposition of this theory is made in the generalized definition made by Izquierdo-Aymerich (2003) and synthesized by Author (2017a) of Chevallard theory (1991). We analyze, using as a theoretical framework the cognitive science theory and the theory of Scientific Revolutions of Thomas Kuhn (1970), as the fact that the theory for blackbody radiation has been proposed before the paradigm of quantum mechanics was established affected the epistemological construction of this article and as this fact has been transposed to textbooks. We will demonstrate that MSSK is the natural tool to study the "Transposition Paradigms" in Science. It is proved the thesis that textbooks for high school are a didactic transposition of university books and not from scientific articles.

A Cognitive Theory of Science

1989 ◽  
Vol 34 (12) ◽  
pp. 1130-1131
Author(s):  
David P. Maloney
Keyword(s):  
Cognitive Theory ◽  
Theory Of Science

scholarly journals Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1532
Author(s):  
Lyndsey D. Ruiz ◽  
Marcela D. Radtke ◽  
Rachel E. Scherr
Keyword(s):  
High School ◽  
Low Income ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Expert Committee ◽  
Food Groups ◽  
Literacy Curriculum ◽  
Pilot Testing ◽  
Food Literacy ◽  
Trained Facilitator

Adolescent obesity and poor diet quality are increasingly prevalent and could be mitigated with attainment of food literacy. However, as these programs for adolescents are lacking, the purpose of this project was to develop a food literacy curriculum for high school-aged adolescents. The curriculum was designed in accordance with food literacy attributes and components utilizing Backward Design, Social Cognitive Theory, and Constructivism. After expert committee review, pilot testing was completed in two low-income communities by a trained facilitator and observer. Detailed observations were collected during pilot testing to assess achievement of learning objectives. Modifications were made to lesson procedures as required. The resulting curriculum, Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition, contains 12 modules of experiential lessons and application activities within three topics. Agriculture lessons concentrate on the food supply chain and food environments; nutrition lessons include food groups while focusing on nutrients of concern for underconsumption; and cooking lessons include food safety, budgeting, and preparation. Teens CAN provides a comprehensive and necessary approach to advancing food literacy in adolescents. Future directions include assessing dietary implications after participating in Teens CAN lessons and employment of an innovative two-tiered cross-age teaching model.

scholarly journals Fortellinger om 1814: Forestillingen om det eksepsjonelle norske demokrati

2018 ◽  
Vol 2 (1) ◽  
pp. 72-86 ◽  
Author(s):  
Mari Kristine Jore
Keyword(s):  
High School ◽  
Social Science ◽  
Junior High School ◽  
Theoretical Framework ◽  
Popular Sovereignty ◽  
National Narratives ◽  
Science Project ◽  
School Project ◽  
Classroom Conversations ◽  
Immigration Regulation

The focus of this article is an educational encounter during a social science project at a junior high school in Norway. The topic of the school project was the Norwegian Constitution of 1814. In this Constitution, many of the ideas of the French and American revolutions had been adopted, e.g. popular sovereignty and the separation of power. Nevertheless, the Constitution also reflected intolerant ideas, especially with regards to the so-called Jews-paragraph, whereby Protestantism was proclaimed, and Jews were excluded from the Norwegian state. In the educational encounter analyzed in this article, I argue that the notion of an exceptional Norwegian democracy affects the narrative constructed about the Norwegian Constitution. This notion serves to exclude the Jews-paragraph from the narrative. The postcolonial concept of Nordic exceptionalism constitutes an important theoretical framework for the analyses of the educational encounter. In the contemporary Norwegian society, immigration regulation by laws again has relevance. This article, therefore, discusses the critical classroom conversations thematizing the Jews-paragraph could have led to, by pointing at different historical and present-day topics of relevance. The discussion implicates the importance of recognizing the role and impact state-led control, violations and exclusion of minorities have in Norwegian history. Not recognizing these aspects of history can lead to the production and reproduction of idealized and exceptional national narratives.

Content Analysis of Photoelectric Effect Presented in high School Physics Textbooks

2021 ◽  
Vol 71 (10) ◽  
pp. 842-854
Author(s):  
Sangwoo HA ◽  
Youngrae JI ◽  
Hunkoog JHO ◽  
Bongwoo LEE*
Keyword(s):  
High School ◽  
Content Analysis ◽  
Photoelectric Effect ◽  
High School Physics

scholarly journals Badania diagnostyczne w glottodydaktyce – zalety i trudności

Neofilolog ◽  
1970 ◽  
pp. 183-194
Author(s):  
Krystyna Mihułka
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Intercultural Competence ◽  
Theoretical Framework ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Diagnostic Studies ◽  
Diagnostic Research

The purpose of the following article is to discuss the theoretical framework of diagnostic research used in glottodidactics as well as to analyze some selected diagnostic studies conducted by Polish and German researchers in the last decade into the development of high school and university students’ and foreign language teachers’ intercultural competence. In the last part of this article attention is paid to the presentation and discussion of the most frequent problems which researchers encounter while planning and carrying out diagnostic studies.

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