Didactical reconstructions for organizing knowledge in physics teacher education
Doctoral disertation (article-based)
Physics teachers are in a key position to form the attitudes and conceptions of future generations toward science and... more
Physics teachers are in a key position to form the attitudes and conceptions of future generations toward science and technology, as well as to educate future generations of scientists. Therefore, good teacher education is one of the key areas of physics departments education program. This dissertation is a contribution to the research-based development of high quality physics teacher education, designed to meet three central challenges of good teaching. The first challenge relates to the organization of physics content knowledge. The second challenge, connected to the first one, is to understand the role of experiments and models in (re)constructing the content knowledge of physics for purposes of teaching. The third challenge is to provide for pre-service physics teachers opportunities and resources for reflecting on or assessing their knowledge and experience about physics and physics education. This dissertation demonstrates how these challenges can be met when the content knowledge of physics, the relevant epistemological aspects of physics and the pedagogical knowledge of teaching and learning physics are combined.
The theoretical part of this dissertation is concerned with designing two didactical reconstructions for purposes of physics teacher education: the didactical reconstruction of processes (DRoP) and the didactical reconstruction of structures (DRoS). This part starts with taking into account the required professional competencies of physics teachers, the pedagogical aspects of teaching and learning, and the benefits of the graphical ways of representing knowledge. Then it continues with the conceptual and philosophical analysis of physics, especially with the analysis of experiments and models role in constructing knowledge. This analysis is condensed in the form of the epistemological reconstruction of knowledge justification. Finally, these two parts are combined in the designing and production of the DRoP and DRoS. The DRoP captures the knowledge formation of physical concepts and laws in concise and simplified form while still retaining authenticity from the processes of how concepts have been formed. The DRoS is used for representing the structural knowledge of physics, the connections between physical concepts, quantities and laws, to varying extents. Both DRoP and DRoS are represented in graphical form by means of flow charts consisting of nodes and directed links connecting the nodes.
The empirical part discusses two case studies that show how the three challenges are met through the use of DRoP and DRoS and how the outcomes of teaching solutions based on them are evaluated. The research approach is qualitative; it aims at the in-depth evaluation and understanding about the usefulness of the didactical reconstructions. The data, which were collected from the advanced course for prospective physics teachers during 20012006, consisted of DRoP and DRoS flow charts made by students and student interviews. The first case study discusses how student teachers used DRoP flow charts to understand the process of forming knowledge about the law of electromagnetic induction. The second case study discusses how student teachers learned to understand the development of physical quantities as related to the temperature concept by using DRoS flow charts.
In both studies, the attention is focused on the use of DRoP and DRoS to organize knowledge and on the role of experiments and models in this organization process. The results show that students understanding about physics knowledge production improved and their knowledge became more organized and coherent. It is shown that the flow charts and the didactical reconstructions behind them had an important role in gaining these positive learning results. On the basis of the results reported here, the designed learning tools have been adopted as a standard part of the teaching solutions used in the physics teacher education courses in the Department of Physics, University of Helsinki.
Os mapas conceptuais na Planificação Didáctica da Geografia - uma reflexão renovada sobre práticas pedagógicas em Ensino da Geografia
in (2009) - Actas do IV Congresso Ibérico de Didáctica da Geografia - A
Inteligência Geográfica na Educação do Século XXI. Lisboa, APG, AGE & IGOT,
p. 60-67.
Download (.pdf) The Maps Are the Message: Mehmet II's Patronage of an 'Ottoman Cluster'
by Karen Pinto
Published in Imago Mundi, 2011
Maps were the coincidental locus of the Ottoman Sultan Mehmet II's most passionate interests: war and art. So far, the... more Maps were the coincidental locus of the Ottoman Sultan Mehmet II's most passionate interests: war and art. So far, the focus has been upon the famed conqueror (Fâtih) of Constantinople's interest in, and demand for, European maps without mention of his patronage of classical Islamic cartographic material. In this article, I expand the perspective on Mehmet's cartographical milieu by inserting into the historical picture consideration of a recension of cartographically illustrated manuscripts, those of al-Istakhri's Kitab al-Masalik wa-al-Mamalik [Book of Roads and Kingdoms], dating from 1474 onwards and made in post-conquest Ottoman Constantinople. I also set out the circumstances under which this ‘cluster’ of manuscripts may have been copied and, by focusing on the world maps in particular, suggest ways in which the maps can be interpreted as cultural artefacts. I conclude by indicating how this particular group of manuscripts provides insights into map audience, patronage and propaganda in fifteenth-century Anatolia.
The effects of electronic portfolio-based learning space on science education.
by Paul Kim
An electronic portfolio system, designed to serve as a resource-based learning
space, was tested in a... more
An electronic portfolio system, designed to serve as a resource-based learning
space, was tested in a fifth-grade science class. The control-group students
accessed a traditional folder-based information display in the system and the
experimental-group students accessed a concept map-based information
display to review a science portfolio. The student-constructed science portfolio
was a result of a collection of digital artefacts such as graphic images,
instructional videos and textual files on terms and definitions relevant to
the Earth’s atmosphere. In the information-processing performance test, the
experimental-group students scored significantly higher and spent much less
time in finding answers to the questions presented. Also, in the 3-day delayed
memory retention tests, the experimental-group students achieved significantly
higher scores. The multiple regression models confirm that the visualisation
variation is the most significant predictor for student performance (ie,
comprehension and access time). Also, the regression models suggest that
language-arts proficiencymay reduce overall system access time; while higher
math proficiency may predict retention scores.
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Entendiendo las ciencias con mapas conceptuales
CAÑAS, Alberto; NOVAK, Joseph, COLLADO; Carmen; ZEA, Claudia, ATUESTA, María del Rosario; HENAO, Mónica, HERNÁNDEZ, Pilar. (2003). Entendiendo las ciencias a través de mapas conceptuales. IV Conferencia Internacional sobre Educación, Formación y Nuevas Tecnologías - Virtual Educa 2003. Miami, junio 2003.
Esta ponencia recoge los resultados y experiencias en el desarrollo de la primera fase del proyecto de investigación,... more
Esta ponencia recoge los resultados y experiencias en el desarrollo de la primera fase del proyecto de investigación, denominado “Entendiendo las Ciencias a Través de Mapas Conceptuales”. El proyecto que tiene como objetivo construir con el apoyo de expertos y científicos en Astronomía, Física, Química y Biología, un conjunto de mapas conceptuales, relacionando a las unidades temáticas de los mapas recursos hipertextuales y multimediales, y ponerlos a disposición de la comunidad educativa mediante su almacenamiento en un servidor de contenido público conectado a la red Internet.
La colección de mapas producto de este proyecto es un Sistema de Conocimientos de Ciencias. Esta primera fase del proyecto tiene como resultado una serie de modelos basados en la metodología CommonKADS, para el desarrollo de sistemas basados en el conocimiento, y que utiliza la herramienta de construcción de modelos de conocimiento CmapTools (desarrollada por el Institute for Human and Machine Cognition de la Universidad de West Florida) para la representación del conocimiento de los expertos en los mapas conceptuales de ciencias.
LOS MAPAS CONCEPTUALES EN LA ENSEÑANZA PARA LA COMPRENSIÓN Y EL APRENDIZAJE SIGNIFICATIVO
ESTEBAN, Pedro; HENAO, Mónica. (2006). Los Mapas Conceptuales en la Enseñanza para la Comprensión y el Aprendizaje Significativo. Proceeding of the Second International Conference on Concept Mapping: Concept Maps: Theory, Methodology, Technology. San José, Costa Rica.
http://cmc.ihmc.us/cmc2006Papers/cmc2006-p26.pdf
Los conceptos que forman parte de la estructura de una ciencia o saber son el objetivo de los diseños curriculares y... more
Los conceptos que forman parte de la estructura de una ciencia o saber son el objetivo de los diseños curriculares y de la docencia que se imparte a los alumnos en su ciclo escolar, para que tales conceptos se comprendan y se puedan aplicar en contextos de la vida diaria se requiere que las instituciones educativas y los maestros incorporen a su práctica docente pedagogías que les ayuden a explorar y a llevar al aula de clase los conceptos con herramientas de investigación que les pueda interesar a sus alumnos.
En los últimos años, los mapas conceptuales han demostrado ser una herramienta eficaz para que los estudiantes manifiesten las relaciones que pueden establecer a partir de un concepto con conceptos propios o de otras disciplinas. Esta red de relaciones se puede interpretar como una manifestación de la comprensión que los estudiantes han adquirido del concepto objeto de estudio. En este artículo se exploran estas posibilidades y se propone una forma para integrar la enseñanza para comprensión y el aprendizaje significativo utilizando como herramienta los mapas conceptuales.
Los mapas conceptuales como estrategia de enseñanza en la asignatura Ingenieria del Conocimiento
HENAO, Mónica. (2005).Los Mapas Conceptuales como Estrategia de Enseñanza en el Asignatura Ingeniería del Conocimiento. Revista Iberoamericana de Inteligencia Artificial. Vol. 9, Nº 27. España. Pp 101-113. ISSN: 1137-3601
http://www.google.com.co/url?sa=t&rct=j&q=Los%2Bmapas%2Bconceptuales%2
El propósito de este artículo es presentar los resultados de una investigación en la que se evalúa la aplicación de... more
El propósito de este artículo es presentar los resultados de una investigación en la que se evalúa la aplicación de los mapas conceptuales no sólo como técnica de representación del conocimiento sino como estrategia pedagógica para la enseñanza de los principios básicos de la Ingeniería del Conocimiento.
Un mapa conceptual es un objeto de aprendizaje, en forma esquemática que permite representar el conjunto de significados conceptuales en forma de estructura de proposiciones. Se ha utilizado como método de representación de conocimiento en la construcción de Sistemas Basados en el Conocimiento y como estrategia pedagógica, como por ejemplo para la enseñanza de las ciencias.
En este caso, se planteó la introducción de los mapas conceptuales como estrategia de aprendizaje en la asignatura Ingeniería del Conocimiento y se fijó como objetivo la verificación de su efectividad en el proceso enseñanza – aprendizaje. Esta asignatura pertenece al currículo del pregrado Ingeniería de Sistemas de la Universidad EAFIT, Medellín - Colombia. Para evaluar el cumplimiento del objetivo se diseñó un instrumento de evaluación que permitió registrar cada una de las experiencias en la aplicación de los mapas, dependiendo del ejercicio el instrumento era diligenciado por la profesora o por los estudiantes.
En el artículo se presentan las diversas formas en que se utilizaron los mapas conceptuales como estrategia pedagógica y se incluyen los resultados de evaluación de cada una de las experiencias.
Concept maps as a strategy to convert knowledge in knowledge management
HENAO-CÁLAD, Mónica; ARANGO-FONNEGRA, María Pía. (2007). Concept Maps as a Strategy to Convert Knowledge in Knowledge Management. VINE: The Journal of Information and Knowledge Management Systems. VINE, vol. 37 No 1. 2007 Emerald Group Publishing Limited. ISSN: 0305-5728
http://www.emeraldinsight.com/journals.htm?articleid=1600999&show=abst
This paper explores the applicability of using concept maps in organizations where knowledge management is the goal.... more
This paper explores the applicability of using concept maps in organizations where knowledge management is the goal. It is based on the principles stated by Nonaka and Takeuchi about knowledge creation and conversion and on the work by Novak and Gowin (1988) on concept maps. The core idea is to present the use of concept maps as a technique that facilitates, in some cases, and supports, in others, the realization of the following knowledge conversion operations: socialization, exteriorization, combination and internalization. These are the operations that, according to Nonaka and Takeuchi (1999), allow for the transformation of individual knowledge into collective knowledge and vice versa. Furthermore, it aims to answer the question of how to support the process of Knowledge Management in an organization through the use of a software application like CmapTools.
In this paper we show knowledge evolves through various stages, with particular characteristics that need to be acknowledged in order to be managed properly. The technique of employing Concept Maps is appropriate to sponsor and facilitate the transitions among these stages of knowledge. It even allows for the preservation of the valuable knowledge of a person through the management of individual knowledge or the knowledge of a group of persons in an organization. This, in turn, promotes Knowledge Management in the enterprise itself.
On Some Unique Features of C-K Theory of Design
Ullah, A.M.M.S., Rashid, M.M. and Tamaki, J. (2011). On Some Unique Features of C-K Theory of Design, CIRP Journal of Manufacturing Science and Technology, accepted, [Publisher: Elsevier Science]
Concept -Knowledge theory (C-K theory ) of design is a relatively new theory for describing reasoning and creative... more Concept -Knowledge theory (C-K theory ) of design is a relatively new theory for describing reasoning and creative processes in engineering design. This paper describes some unique features of this theory. In particular, it is shown that C-K theory encompasses logical inferences that are more complex than classical abduction. A design process in C-K theory is rather motivation-driven and this motivation can be quantified by the concept called information content ( entropy) measured under epistemic uncertainty. Since the Internet-driven information will play a major role in performing engineering design ( building concept, acquiring domain knowledge, and alike) in the near future, the scope and limitation of building a C-K map by using Internet is described. This provide some unexplored issuesb of engineering design.
Introducing Rigor in Concept Maps
Although concept maps have been found to be effective in
science education research, these are critiqued for... more
Although concept maps have been found to be effective in
science education research, these are critiqued for being informal due to informal usage of relation and attribute names thereby resulting inambiguity. Refined concept mapping, a development over the regular concept mapping is an approach towards introducing rigor and parsimony in representing knowledge. The method proposed suggests to substitute the
ambiguous relation names with well-defined relation names to concepts consistently while mapping a domain. We suggest the use of this method for introducing rigor in concept mapping and position it among the other models of knowledge representation in an inverse semantic spectrum.
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