The Effect of using Group Investigation Methods, Inquiry and Learning Style on Learning Outcomes

This study aims to distinguish 2 learning methods, namely investigative learning methods that will be compared with inquiry learning methods. Both methods apply a learning model that prioritizes groups and makes discoveries. The results of hypothesis testing concluded that the group learning method has higher learning outcomes than the inquiry learning method, while students who have different learning outcomes are dominated by students who have kinesthetic, then visual and auditory learning styles. The third conclusion is obtained that the learning methods and learning styles have a positive interaction on the achievement of student learning outcomes.

A Realist Model of Communication Applications for Informational Technology and Artificial Cognitive Systems

The structure of the Shannon-Weaver model of communication (1948) has been the point of departure for the coming communication models that ever since have functioned as a base for developing systems and strategies within all the fields that depend on informational transfer. Attempts to develop the model have not affected its basic structure, or the use of the central concept of information. As it will be argued in this paper, this presents a number of limitations to the development of informational technology and more functional artificial cognitive systems. After contextualizing and adapting a number of central concepts for any theory of communication, the author presents a model of communication that is viable as a foundation for the development of artificial cognitive systems used for functions like natural language-processing, object-recognition and machine-learning.