Cognitive support for learning: imagining the unknown
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam [u.a.]
IOS Press
2004
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | IX, 287 S. Ill., graph. Darst. |
| ISBN: | 1586034219 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Titel: Cognitive support for learning
Autor: Kommers, Piet A. M
Jahr: 2004
Contents
Introduction 1
Concepts in the World of the Mind, Piet Kommers 3
Introduction........................................................................................................................................3
Imagining Concepts............................................................................................................................6
Conceptual Awareness.....................................................................................................................10
Concept Fingers for Design..............................................................................................................11
Metaphoric Ingredients for Imagining the Mental Process..............................................................13
The Act of Reflective Understanding...............................................................................................14
Application Fields of Conceptual Intuition......................................................................................17
Concept Space..................................................................................................................................19
Conceptual Notation.........................................................................................................................22
Conceptual Tools for Learning.........................................................................................................24
Concept-Oriented Programming.......................................................................................................26
Concepts in Mind.............................................................................................................................27
Cognitive Engineering : Imaginations of the Human Mind............................................................27
Conclusion........................................................................................................................................28
Mapping for the Constructivistic Acquisition of Concepts?, Jan Gulmans 31
Introduction......................................................................................................................................31
Essentials of Concept Representation and Conceptual Learning.....................................................33
The Classical View...........................................................................................................................34
Instructional Design of Concept Learning........................................................................................35
Towards a Constructivist Learning Environment for Concept Learning.........................................37
Learning with Technology; Using Computers as Cognitive Tools..................................................41
Exemplification: An Instructional Program to Learn Medical Concepts.........................................41
Conclusion........................................................................................................................................44
References........................................................................................................................................45
Everything you always wanted to know about... Concept Mapping, Jan Lanzing 47
Introduction......................................................................................................................................47
Concept Mapping.............................................................................................................................47
Elements of Concept Maps...............................................................................................................48
Mind Mapping.............................................................................................,....................................49
Flow-Charting...................................................................................................................................50
The Application of Concept Mapping.......,......................................................................................51
Numerical Methods for Evaluating Concept Maps..........................................................................53
The Disadvantages of Computer Support for Concept Mapping.....................................................55
Tools for Concept Mapping..............................................................................................................56
Tools for Mind Mapping..................................................................................................................65
Other Tools for Concept Mapping....................................................................................................67
Overview of Concept Mapping Tools..............................................................................................69
Conclusions......................................................................................................................................70
Acknowledgements..........................................................................................................................70
Concept Mapping V VW-Page........................................................................................................70
References........................................................................................................................................ I
Learning Inquiry and Structural Knowledge through Epistemic Games, Chee-Kit Looi 73
Introduction......................................................................................................................................73
Epistemic Games and Forms............................................................................................................73
Every Epistemic Game Has a Set of Characteristics........................................................................74
Design of EPIGAME........................................................................................................................74
List Game.........................................................................................................................................75
Stage Models....................................................................................................................................76
Stage Model Game...........................................................................................................................77
Discussion and Conclusion...............................................................................................................78
References........................................................................................................................................79
Concept Mapping in the Teaching of Biology, Jutta Lumer and Manfred Hesse 81
Introduction......................................................................................................................................81
Remarks about Preparation and Application....................................................................................83
Observations During the Plenary Discussion...................................................................................84
The Reaction of the Pupils and Discussion about the Experiences..................................................85
References........................................................................................................................................88
Appendices.......................................................................................................................................89
Adaptive Hypertext for Learning with Ill-Structured Information, Marsha Haverty 93
Introduction......................................................................................................................................93
Hypertext for Instruction..................................................................................................................93
Cognitive Flexibility and the Construction of Knowledge...............................................................94
Adaptation to the Assimilation of Knowledge.................................................................................95
New Discourse Structures..............................................................................................................101
Support for Serendipitous Discovery.............................................................................................102
Supporting Cognitive Emergence...................................................................................................103
Conclusions....................................................................................................................................104
References......................................................................................................................................105
Mapping Procedures for Learning Molecular Genetics, Jutta Lumer and Karl-Peter Ohly 109
Introduction....................................................................................................................................109
Development of the Test Instrument..............................................................................................110
Realization......................................................................................................................................112
Evaluation and Results...................................................................................................................112
Conclusion......................................................................................................................................120
References......................................................................................................................................120
Evaluating Structural Knowledge with Concept Mapping, Susanne Weber 123
Introduction....................................................................................................................................123
Context...........................................................................................................................................123
Theoretical Framework...................................................................................................................125
Networking Procedures for Describing and Measuring Cognitive Structures................................126
Realization of the Concept Mapping..............................................................................................127
Analyses of the Networking Procedure..........................................................................................128
Summary and Evaluation of the Concept Mapping Method using Comasoto...............................132
Discussion.......................................................................................................................................133
An Adequate Scoring System.........................................................................................................134
Conclusion and Outlook.................................................................................................................135
References......................................................................................................................................136
Conceptual Tools for Designing and Learning, David M Kennedy, Carmel McNaught and
Paul Fritze ~ I41
A Key Challenge in Enhancing Student Learning..........................................................................141
Personal Construction of Knowledge Relationships......................................................................141
What are Concept Maps?................................................................................................................142
Conceptual Links in Science..........................................................................................................143
Using Concept Mapping in Developing Learning Tools for Interactive Multimedia....................145
The Interactive Graphing Tool (IGT).............................................................................................146
Formative Evaluation of the Interactive Graphing Tool.................................................................149
Comments on the IGT....................................................................................................................151
Summary.........................................................................................................................................152
References......................................................................................................................................152
Concept Mapping for Performance Assessment in Physics, Costas Constantinou 155
Introduction....................................................................................................................................155
Performance Assessment: Integrating Curriculum, Instruction and Assessment...........................155
Concept Maps as an Assessment Tool............................................................................................156
Concept Map Assessment Response Format..................................................................................157
Concept Map Scoring System........................................................................................................159
The Quality of Concept Maps as Tools for Assessment.................................................................162
Conclusion......................................................................................................................................164
References......................................................................................................................................165
Mental Programming by Visual Imagination, Piet Kommers, Jaakko Kurhila and ErkM Sutinen 167
Introduction....................................................................................................................................167
What is Mental Programming?.......................................................................................................167
Description of Ahmed....................................................................................................................168
Support for Mental Programming in AHMED...............................................................................169
Nature of Concepts in Mental Programming..................................................................................170
Conceptual Phenomena..................................................................................................................171
References......................................................................................................................................172
Knowledge-based Approach for Testing and Diagnosis, Valéry A. Petrushin 173
Introduction....................................................................................................................................173
A Framework for Knowledge Testing and Diagnosis....................................................................175
Methodology for Adaptive Knowledge Testing............................................................................. 177
Methodology for Adaptive Knowledge Diagnosis.........................................................................178
An Example of Knowledge Diagnosis Expert System Design.......................................................180
Appendix A. Bayesian Approach to Decision Making..................................................................184
Appendix B. A Sample Subject : Triangle Problem.......................................................................186
References..................................................................................................._.................................188
Leaner Model Ontology and Leaner Model Agent, Weiqin Chen and Riichiro Mizoguchi 189
Introduction....................................................................................................................................189
Multi-Agent Architecture...............................................................................................................190
Rationale for Having a Learner Model Ontology...........................................................................191
Learner Model Information Ontology............................................................................................193
Related Work..................................................................................................................................197
Conclusion......................................................................................................................................198
Acknowledgements........................................................................................................................199
References......................................................................................................................................199
Hypermedia Complexity: Fractal Hyperscapes and Mind Mapping, José Bidarra, Nuno Guimarâes
and Piet Kommers 201
Introduction....................................................................................................................................201
The Issue of Context.......................................................................................................................201
New Learning Paradigms for WWW-Based Courses....................................................................202
What Are Concepts and How Do They Work?..............................................................................203
Towards New Design Models........................................................................................................204
Mind Mapping and Hyperscapes....................................................................................................205
Experience......................................................................................................................................205
Conclusion......................................................................................................................................206
Acknowledgments..........................................................................................................................206
References......................................................................................................................................206
Cognitive Style and Concept Mapping, Heling Huai and Piet Kommers 209
Introduction....................................................................................................................................209
Learning in a Fixed Learning Environment....................................................................................211
Examination Influences Learning................................,..................................................................212
The Research Questions.................................................................................................................212
Concept Mapping: A Learning Method..........................................................................................214
A Learning Method........................................................................................................................215
Two CM Approaches in the ALCM Course...................................................................................216
Introduction to the Experiment.......................................................................................................216
Data Collection and Statistical Analysis........................................................................................220
Data Analysis and Conclusion........................................................................................................220
Two CM Approaches in the ALCM Course...................................................................................221
The CM Approaches and the Procedural Knowledge: Data Analysis............................................222
Summary...................................;.....................................................................................................223
Analysis on the Regular Ending-Semester Examinations..............................................................224
Learning Effects of the two CM Approaches.................................................................................224
References......................................................................................................................................226
Conceptual Representations for In-Depth Learning, Heredina Fernandez, Piet Kommers and
Michael Asensio 229
Introduction....................................................................................................................................229
Objectives and Hypotheses.............................................................................................................230
Procedure........................................................................................................................................231
Results............................................................................................................................................232
Conclusions....................................................................................................................................236
Acknowledgments..........................................................................................................................237
References......................................................................................................................................237
Appendix........................................................................................................................................237
Concept Mapping: Appropriation and Resistance, Ilias Karasawidis 241
Introduction................................................................................................................-...............-.241
Knowledge Representation and Concept Maps..............................................................................242
Cognitive Tools..............................................................................................................................242
The Concept Map as a Cognitive Tool...........................................................................................242
Focus of This Chapter.....................................................................................................................244
Method............................................................................................................................................244
Results and Discussion...................................................................................................................245
The Persistence of Linear Structure: The Issue of Resistance........................................................246
Conclusion......................................................................................................................................249
References......................................................................................................................................249
Acknowledgements........................................................................................................................251
Flexibility of Expressiveness: State of the Practice, Sherman Alpert 253
Introduction....................................................................................................................................253
Flexibility of Expressiveness and Cognitive Fidelity.....................................................................253
Nodes and Links.............................................................................................................................255
Static Image Nodes.........................................................................................................................257
Dynamic Media Nodes...................................................................................................................258
Multiple Abstraction Layers...........................................................................................................259
Mapping and Collaborating on the Web.........................................................................................262
Other Node Types...........................................................................................................................263
Outline Translations.......................................................................................................................264
Conclusion......................................................................................................................................265
References......................................................................................................................................266
Acknowledgments..........................................................................................................................268
Knowledge-based Methodology for Inventive Problem Solving, Valen Souchkov and
Piet Kommers 269
Introduction....................................................................................................................................269
Theory of Inventive Problem Solving............................................................................................270
TIPS Philosophy.............................................................................................................................271
TIPS Structure................................................................................................................................272
Theory of Technical System Evolution..........................................................................................273
The Law of System Ideality............................................................................................................273
Contradiction as an Origin of Inventive Problems.........................................................................275
Types of Contradictions..................................................................................................................275
Principles of Elimination of Engineering Contradictions...............................................................276
Examples of Other Inventive Principles.........................................................................................276
Principles for Physical Contradiction Elimination.........................................................................277
Substance-Field Modelling.............................................................................................................278
Pointers to Scientific-Engineering Effects......................................................................................279
Algorithm of Inventive Problem Solving.......................................................................................281
Problem Formulation......................................................................................................................281
Problem Solving.............................................................................................................................283
Invention Machine..........................................................................................................................284
Summary.........................................................................................................................................284
References......................................................................................................................................285
Authors Affilliations and E-Mail Addresses 287
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| spelling | Kommers, Piet A. M. 1951- Verfasser (DE-588)112384722 aut Cognitive support for learning imagining the unknown ed. by Piet Kommers Amsterdam [u.a.] IOS Press 2004 IX, 287 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Apprentissage cognitif Apprentissage cognitif ram Apprentissage des concepts ram Apprentissage, Psychologie de l' Information, Traitement de l', chez l'homme Intelligence artificielle - Applications en éducation Nouvelles technologies de l'information et de la communication en éducation ram Technologie éducative - Aspect psychologique Traitement de l'information chez l'homme ram Künstliche Intelligenz Psychologie Artificial intelligence Educational applications Cognitive learning Educational technology Psychological aspects Human information processing Learning, Psychology of Lerntheorie (DE-588)4114402-8 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Lerntheorie (DE-588)4114402-8 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=013034223&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Kommers, Piet A. M. 1951- Cognitive support for learning imagining the unknown Apprentissage cognitif Apprentissage cognitif ram Apprentissage des concepts ram Apprentissage, Psychologie de l' Information, Traitement de l', chez l'homme Intelligence artificielle - Applications en éducation Nouvelles technologies de l'information et de la communication en éducation ram Technologie éducative - Aspect psychologique Traitement de l'information chez l'homme ram Künstliche Intelligenz Psychologie Artificial intelligence Educational applications Cognitive learning Educational technology Psychological aspects Human information processing Learning, Psychology of Lerntheorie (DE-588)4114402-8 gnd |
| subject_GND | (DE-588)4114402-8 (DE-588)4143413-4 |
| title | Cognitive support for learning imagining the unknown |
| title_auth | Cognitive support for learning imagining the unknown |
| title_exact_search | Cognitive support for learning imagining the unknown |
| title_full | Cognitive support for learning imagining the unknown ed. by Piet Kommers |
| title_fullStr | Cognitive support for learning imagining the unknown ed. by Piet Kommers |
| title_full_unstemmed | Cognitive support for learning imagining the unknown ed. by Piet Kommers |
| title_short | Cognitive support for learning |
| title_sort | cognitive support for learning imagining the unknown |
| title_sub | imagining the unknown |
| topic | Apprentissage cognitif Apprentissage cognitif ram Apprentissage des concepts ram Apprentissage, Psychologie de l' Information, Traitement de l', chez l'homme Intelligence artificielle - Applications en éducation Nouvelles technologies de l'information et de la communication en éducation ram Technologie éducative - Aspect psychologique Traitement de l'information chez l'homme ram Künstliche Intelligenz Psychologie Artificial intelligence Educational applications Cognitive learning Educational technology Psychological aspects Human information processing Learning, Psychology of Lerntheorie (DE-588)4114402-8 gnd |
| topic_facet | Apprentissage cognitif Apprentissage des concepts Apprentissage, Psychologie de l' Information, Traitement de l', chez l'homme Intelligence artificielle - Applications en éducation Nouvelles technologies de l'information et de la communication en éducation Technologie éducative - Aspect psychologique Traitement de l'information chez l'homme Künstliche Intelligenz Psychologie Artificial intelligence Educational applications Cognitive learning Educational technology Psychological aspects Human information processing Learning, Psychology of Lerntheorie Aufsatzsammlung |
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