Superordinate knowledge based comprehensive subset of conceptual knowledge for practical mathematical-computational scenarios

2020 ◽  
Author(s):  
Claus-Peter Rückemann
Keyword(s):  
Conceptual Knowledge ◽  
Knowledge Based

scholarly journals DynaLearn – An Intelligent Learning Environment for Learning Conceptual Knowledge

AI Magazine ◽  
2013 ◽  
Vol 34 (4) ◽  
pp. 46-65 ◽  
Author(s):  
Bert Bredeweg ◽  
Jochem Liem ◽  
Wouter Beek ◽  
Floris Linnebank ◽  
Jorge Gracia ◽  
...  
Keyword(s):  
Learning Environment ◽  
Conceptual Knowledge ◽  
Evaluation Studies ◽  
Knowledge Based ◽  
Intelligent Learning Environment ◽  
Powerful Means ◽  
Qualitative Models ◽  
Course Material ◽  
Computer Based ◽  
Diagrammatic Representations

Articulating thought in computer-based media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an Intelligent Learning Environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems behave. DynaLearn uses diagrammatic representations for learners to express their ideas. The environment is equipped with semantic technology components capable of generating knowledge-based feedback, and virtual characters enhancing the interaction with learners. Teachers have created course material, and successful evaluation studies have been performed. This article presents an overview of the DynaLearn system.

scholarly journals PENGETAHUAN GURU FISIKA TENTANG PENGELOLAAN LABORATORIUM FISIKA DI SMP DAN SMA NEGERI KOTA BENGKULU

2020 ◽  
Vol 13 (2) ◽  
pp. 139-149
Author(s):  
Cariti Dassa Urra
Keyword(s):  
High School ◽  
Conceptual Knowledge ◽  
Teaching Experience ◽  
Factual Knowledge ◽  
Laboratory Management ◽  
Physics Teachers ◽  
Knowledge Based ◽  
High School Physics ◽  
Ex Post ◽  
Teacher's Knowledge

This study aims to describe the knowledge of physics teachers about the management of physics laboratories in SMP and SMA Negeri Bengkulu City. This ex-post facto descriptive study used a sample taken with a total sampling method to all physics teachers in SMP and SMA Negeri Bengkulu City. Data were collected using test instruments. The results of this study indicate that the junior high school physics teacher's knowledge about laboratory management is in the sufficient category indicated by the frequency of 35 respondents (64.8%) and the high school physics teacher's knowledge about laboratory management is also in the sufficient category indicated by the frequency of 22 respondents (84.6%). ). Knowledge based on teaching status, either not certified or certified or knowledge based on teaching experience, is in the sufficient category. Meanwhile, knowledge based on the aspects of factual knowledge, conceptual knowledge, procedural knowledge, and metacognition knowledge, the majority of respondents were in the sufficient category. The conclusion from this research is that the knowledge of physics teachers about physics laboratory management in SMP and SMA Negeri Bengkulu city is sufficient.

scholarly journals Deliberative and Conceptual Inference in Service Robots

2021 ◽  
Vol 11 (4) ◽  
pp. 1523
Author(s):  
Luis A. Pineda ◽  
Noé Hernández ◽  
Arturo Rodríguez ◽  
Ricardo Cruz ◽  
Gibrán Fuentes
Keyword(s):  
Conceptual Knowledge ◽  
Daily Life ◽  
User Preferences ◽  
Service Robots ◽  
Service Robot ◽  
Task Structure ◽  
Knowledge Based ◽  
Pipe Line ◽  
Definition Of ◽  
Service Task

Service robots need to reason to support people in daily life situations. Reasoning is an expensive resource that should be used on demand whenever the expectations of the robot do not match the situation of the world and the execution of the task is broken down; in such scenarios, the robot must perform the common sense daily life inference cycle consisting on diagnosing what happened, deciding what to do about it, and inducing and executing a plan, recurring in such behavior until the service task can be resumed. Here, we examine two strategies to implement this cycle: (1) a pipe-line strategy involving abduction, decision-making, and planning, which we call deliberative inference and (2) the use of the knowledge and preferences stored in the robot’s knowledge-base, which we call conceptual inference. The former involves an explicit definition of a problem-space that is explored through heuristic search, and the latter is based on conceptual knowledge, including the human user preferences, and its representation requires a non-monotonic knowledge-based system. We compare the strengths and limitations of both approaches. We also describe a service robot conceptual model and architecture capable of supporting the daily life inference cycle during the execution of a robotics service task. The model is centered in the declarative specification and interpretation of robot’s communication and task structure. We also show the implementation of this framework in the fully autonomous robot Golem-III. The framework is illustrated with two demonstration scenarios.

scholarly journals Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

2021 ◽  
Vol 4 (3) ◽  
pp. 365-374
Author(s):  
Duwi Saputro ◽  
Atiqa Sabardila ◽  
Harun Joko Prayitno ◽  
Markhamah Markhamah
Keyword(s):  
Language Learning ◽  
Conceptual Knowledge ◽  
Primary Outcome ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Text Learning ◽  
Higher Order Thinking Skills ◽  
Cognitive Dimension ◽  
Knowledge Based ◽  
Revised Bloom's Taxonomy

This study aims to describe thinking skills in Indonesian Language Learning Textbook class X Curriculum 2013. The thinking skills in this study are oriented towards revising Bloom's learning taxonomy which divides thinking skills into two domains, namely Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The data in this study are in the form of text learning objectives written in Indonesian textbooks. The data is sourced from two revised editions of Indonesian textbooks, namely the 2014 revision and the 2017 revision. The data analysis method used in this study is referential matching and mapping of educational objectives based on the revised Bloom's taxonomy. The integration of thinking skills in Indonesian textbooks is manifested in the cognitive and knowledge dimensions. The cognitive dimension is dominated by the level of creation (C6) accumulated from two revised books. The knowledge dimension is dominated by conceptual knowledge. Based on this dominance, it can be concluded that the primary outcome of learning Indonesian is text creation. The text created is constructed from the concepts of text knowledge obtained in the learning process.

Mathematics’ Conceptual Knowledge of for Form Four Daily School Students in District of PetalingUtama, Selangor

2021 ◽  
Vol 12 (3) ◽  
pp. 675-680
Author(s):  
Mazlini Adnan Et.al
Keyword(s):  
Conceptual Knowledge ◽  
Mathematical Thinking ◽  
Descriptive Analysis ◽  
Learning System ◽  
School Students ◽  
Knowledge Based ◽  
Long Time ◽  
The Difference ◽  
High Level ◽  
Main Effects

This study aimed to examine the level of students' conceptual knowledge on mathematics. In addition, the difference between conceptual knowledge based on gender and program was also studied. Measurement of knowledge is based on the Conceptual Knowledge Test (CKT). A total of 350 respondents were selected from five daily secondary schools in PetalingUtama, Selangor as a sample of the study. The data were analyzed using descriptive analysis to find out the level of variables measured. In order to identify the main effects and interactions between gender and program variables, inference analysis is a two-way ANOVA test performed for conceptual knowledge dimensions. The findings showed no interaction effects between gender for conceptual knowledge of mathematics (p <.05), but it showed a significant effect on the program (p> .05). In conclusion, mathematical knowledge is very important at the upper secondary level as a high level of mathematical thinking is required to ensure excellent in mathematical achievement.This is essentially as a long time learning system and methods as well as the imitation approach and dependent on the examinations orientation has long been a measure of student achievement. The implication of this study is that basic conceptual knowledge of students' mathematics needs to be enhanced to realize Malaysia's aspiration to be in the top third place in international assessments such as TIMSS and PISA.

scholarly journals How do compositional semantics and conceptual structures interact? A case study on German mental attitude adverbials

2018 ◽  
Vol 28 ◽  
pp. 669
Author(s):  
Frauke Buscher
Keyword(s):  
Conceptual Knowledge ◽  
Lexical Semantics ◽  
Compositional Semantics ◽  
Mental Attitude ◽  
Knowledge Based ◽  
Conceptual Structures ◽  
Type Composition ◽  
Compositional Interpretation ◽  
The Impact

This paper discusses German adverbials such as absichtlich ‘intentionally’ and freiwillig ‘voluntarily’ to gain deeper insights into the intricate interaction of compositional semantics and conceptual structures. The case study reveals the impact of conceptual knowledge on the adverbial’s interpretation and, moreover, how lexical semantics may curb the impact of conceptual knowledge. Based on the compositional interpretation of the adverbials, this paper argues against an underspecification analysis and proposes a coercion analysis spelled out in Asher’s (2011) Type Composition Logic. 

scholarly journals Kan handelingswetenschap de conceptualiteitsimpasse tegengaan?

Pedagogiek ◽  
2021 ◽  
Vol 40 (3) ◽  
pp. 315-335
Author(s):  
Jacquelien Bulterman-Bos
Keyword(s):  
Action Research ◽  
Conceptual Knowledge ◽  
Deliberate Practice ◽  
Embodied Knowledge ◽  
Knowledge Based ◽  
Participative Action Research ◽  
Educational Field ◽  
Objective Research ◽  
Education Field ◽  
Education Work

Abstract Can Participative Action Research reduce the conceptualism-impasse?The conceptualism-impasse emerges when educational authorities (such as the Education Inspection) offer conceptual knowledge based on ‘objective’ research while expecting that such knowledge consists of knowhow that is ready for use by teachers. Conceptual ‘knowledge that,’ however, is of a different kind than ‘knowhow’. Knowhow is embodied knowledge that cannot be transferred to other people via language. It is developed by deliberate practice. If authorities offer conceptual knowledge while expecting to offer the technical knowhow to make education work, they (inadvertently) impose inadequate requirements on teachers and draw untimely conclusions about teachers’ failure, with all due consequences for the pedagogical climate in schools.The emergence of this impasse is related to a technical view of education that was established by behaviorism and resulted in an architecture of our education field in which knowledge and action are separated. This article addresses the question whether participative action research (handelingsonderzoek) that connects knowledge and action can prevent this impasse. It concludes that participative action research can contribute a great deal, but the present architecture of our educational field and the pretensions of ‘objective’ research need to be addressed too.

scholarly journals Conceptual knowledge-based modeling of interactive 3D content

2014 ◽  
Vol 31 (10) ◽  
pp. 1287-1306 ◽  
Author(s):  
Jakub Flotyński ◽  
Krzysztof Walczak
Keyword(s):  
Conceptual Knowledge ◽  
Knowledge Based ◽  
Interactive 3D ◽  
3D Content
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