Presenting Students’ Knowledge Asmind Mapping Based Frames

2015 ◽  
Vol 3 (5) ◽  
pp. 49-63
Author(s):  
Бершадская ◽  
E. Bershadskaya ◽  
Бершадский ◽  
Mikhail Bershadskiy

The article considers the problem of diagnosing individual characteristics of students’ knowledge. It is shown that an adequate model for knowledge representation is the model of frames. The article describes the psychological processes underlying the formation of frames, and the role of implicit processes in the development of cognitive representation of the world in the mind of the student. Frames of diff erent are classifi ed, its brief descriptions are provided, essential features are highlighted, the role of frames as a way of presenting various components of training content is described. It is shown that adequate means of diagnostics of basic frames formation is the method of mind mapping. A specifi c example describes all the stages of building mind maps. The paper analyzes the features of mind maps, which allow interpreting them as a visual image of individual frames. Examples of students’ mind maps, confi rming the validity of this conclusion, are provided.

2021 ◽  
pp. 104973232110581
Author(s):  
Shahmir H. Ali ◽  
Alexis A. Merdjanoff ◽  
Niyati Parekh ◽  
Ralph J. DiClemente

There is a growing need to better capture comprehensive, nuanced, and multi-faceted qualitative data while also better engaging with participants in data collection, especially in virtual environments. This study describes the development of a novel 3-step approach to virtual mind-mapping that involves (1) ranked free-listing, (2) respondent-driven mind-mapping, and (3) interviewing to enhance both data collection and analysis of complex health behaviors. The method was employed in 32 virtual interviews as part of a study on eating behaviors among second-generation South Asian Americans. Participants noted the mind-mapping experience to be (1) helpful for visual learners, (2) helpful in elucidating new ideas and to structure thoughts, as well as (3) novel and interesting. They also noted some suggestions that included improving interpretability of visual data and avoiding repetition of certain discussion points. Data collection revealed the adaptability of the method, and the power of mind-maps to guide targeted, comprehensive discussions with participants.


Author(s):  
Joana Costa

Entrepreneurship is a worldwide reality. Since the beginning of times and all around the world people have created businesses. Entrepreneurial orientation, from a macroeconomic perspective, allows income and employment generation, thus boosting growth. At the microeconomic level, it is a competition booster playing a central role in a globalized market. In this entrepreneurial ecosystem in which knowledge-based activity is the core booster of employment, economic growth, and competitiveness, universities and, in particular, entrepreneurial universities play either the role of knowledge production and dissemination. The present work aims to understand the role of education (formal and entrepreneurship) on entrepreneurial activity combined with heterogeneous individual characteristics and different cultures and geographies. Specifically, the study identifies substitution and complementary effects among both types of education according to individual taxonomies.


Author(s):  
Ting-Ju Chen ◽  
Ronak R. Mohanty ◽  
Miguel A. Hoffmann Rodriguez ◽  
Vinayak R. Krishnamurthy

Abstract We present a study on collaborative mind-mapping to understand how peers collaborate in pairs to create mind-maps, how the maps evolve over time, and how collaboration changes between the peer-pair across multiple maps. Mind-mapping is an important tool that is studied and taught in design practice and research respectively. While widely used as a brainstorming technique, the collaborative aspects of mind-mapping are little understood in comparison to other ideation methods such as concept sketching etc. In addition to presenting creativity ratings on the outcome (i.e. the mind-map), we extensively report on the patterns of collaborative exploration, strategies that emerge from the collaborators, inhibition, and the overall process of map creation. We discuss the implications of these observations on the development of computer-support for mind-mapping.


Author(s):  
Lidia Bielinis

Connectivism concept introduced by George Siemens seems to be accurate when considering current-learning processes in higher education. The author emphasises the role of socially embedded learning that can take place out of human bodies, in devices. The main aim of this work was to analyse students’ and academic teacher’s experiences related to cooperating through a network and creating mind maps as a result of learning in the frame of the conducted course at the University. The data was collected during the course through Mentimeter tool, which enabled the author to learn students’ opinions, reflections and associations related to the process of working on electronic mind maps. Students were also asked to write reflective essays where they described their experiences associated to the mind map that were significant from the perspective of learning at the University. The results of the analysis were presented below.


1998 ◽  
Vol 43 ◽  
pp. 35-51 ◽  
Author(s):  
Andy Clark

Cognitive science is in some sense the science of the mind. But an increasingly influential theme, in recent years, has been the role of the physical body, and of the local environment, in promoting adaptive success. No right-minded cognitive scientist, to be sure, ever claimed that body and world were completely irrelevant to the understanding of mind. But there was, nonetheless, an unmistakeable tendency to marginalize such factors: to dwell on inner complexity whilst simplifying or ignoring the complex inner-outer interplays that characterize the bulk of basic biological problem-solving. This tendency was expressed in, for example, the development of planning algorithms that treated real-world action as merely a way of implementing solutions arrived at by pure cognition (more recent work, by contrast, allows such actions to play important computational and problem-solving roles). It also surfaced in David Marr's depiction of the task of vision as the construction of a detailed threedimensional image of the visual scene. For possession of such a rich inner model effectively allows the system to ‘throw away’ the world and to focus subsequent computational activity on the inner model alone.


2020 ◽  
Vol 5 (4) ◽  
pp. 94-104
Author(s):  
Amina Azizova

The form, typology, essence and causes of the interaction between theater and cinema in the world is one of the priorities in the field, and a number of scientific studies have been conducted on the subject. In world experience, during the development of cinematography, it has been used the help of theatrical figures in overcoming the problems of acting, directing and dramaturgy. The study of theater and cinema as the main types of artistic worldview, in which the relationship between the two independent arts, exchanges of actors, process of interaction, individual characteristics were assessed, and it was considered as a new phenomenon. The article studies issues, causes and factors of influence of the same process in 1920–1930. The interaction of Uzbek theater and cinema, the study of creative ties, see it as a scientific problem has attracted attention in recent years. The article examines the role of Uzbek stage leaders in the development of screen art as a separate process, as well as the phenomenon of interaction between theater and cinema. The author explores a new creative life, a biography of a stage actor in cinema, opened for theater actors on the eve of the twentieth century. The art of filmmaking, which has been fighting for the actor for half a century, studies on facts that have attracted theater performers. Theatrical art has proven to be a model for cinematography in terms of decorating, makeup, music, lighting, and acting. Keywords: theater, actor, cinema, director, genre, image, type, role, phenomenon, screen art, character.


2021 ◽  
Vol 1 (3) ◽  
pp. 300-310
Author(s):  
Selvi Nanda Oktavia ◽  
Ardyanto Tanjung ◽  
Listyo Yudha Irawan

Learning media is a tool for students to make learning easier. Mind map digital is a learning media in the form of mind maps with the help applications of mindset mind manager presentation. The main objective of developing mind maps is to produce digital-based products for class X students on material atmospheric. This media can be a reference for the latest material, examples and learning resources around the atmosphere to provide students with an easy understanding of the lesson. The mind map digital developed has been tested internally by media experts and material experts. The final results are in the form of a digital mind map product design that has been revised based on suggestions and recommendations from each validator. This research and development use the modified ADDIE’s model only in the ADD section with research procedures namely goal formulation, media design, media validation. The research subjects were 28 students of class X IPS 4 in SMA 2 Batu. The research data used included the results of the media feasibility questionnaire, while the techniques data analysis used descriptive analysis to process the trial data. The results showed that digital mind maps were feasible to be used in the learning process with each gaining scores from material experts 98 percent and media experts 79 percent. Then the assessment or product response from students as research subjects get a value of 80.02 percent. Media pembelajaran merupakan alat bantu untuk peserta didik agar memberikan kemudahan dalam belajar. Mind map digital adalah media pembelajaran dalam bentuk peta pikiran dengan berbantuan aplikasi presentasi mindjet mindmanager. Tujuan utama pengembangan mind map adalah menghasilkan produk berbasis digital untuk peserta didik kelas X pada materi atmosfer. Media ini dapat menjadi rujukan materi, contoh, dan sumber belajar terbaru seputar atmosfer untuk memberikan peserta didik kemudahan dalam memahami pelajaran. Mind map digital yang dikembangkan telah di uji internal oleh ahli media dan ahli materi. Hasil akhir berupa rancangan desain produk mind map digital yang telah direvisi berdasarkan saran dan rekomendasi dari masing-masing validator. Penelitian dan pengembangan ini menggunakan model ADDIE yang dimodifikasi hanya pada bagian ADD dengan prosedur penelitian yaitu perumusan tujuan, desain media, validasi media. Subjek penelitian adalah 28 peserta didik kelas X IPS 4 SMA 2 Batu. Data penelitian yang digunakan meliputi hasil angket kelayakan media, sedangkan teknik analisis data menggunakan analisis deskriptif untuk mengolah data hasil uji coba. Hasil penelitian menunjukkan bahwa mind map digital layak digunakan dalam proses pembelajaran dengan masing-masing memperoleh nilai dari ahli materi 98 persen dan ahli media 79 persen. Kemudian penilaian atau tanggapan produk dari peserta didik selaku subjek penelitian mendapatkan nilai 80,02 persen.


2019 ◽  
Vol 9 (1) ◽  
pp. 23
Author(s):  
Jonathan Fredrik ◽  
Bagus Ardi Wibowo

Education plays a role in human life to prevent people from poverty, underdevelopment, and ignorance so that it is necessary to change the way of thinking of humans themselves to overcome these problems. The progress of the human mindset is a form of change and cannot be separated from the achievement of creativity. This article aims to describe and explain the use of mind maps in mathematics learning from a progressivism point of view through the learning process carried out from the primary and secondary education levels to produce creative products that can help students improve learning achievement through the role of the teacher as a facilitator and students as a learning center. This article uses literature study method, data is collected and analyzed as secondary data including books, journals and proceedings relevant to the topic. The results showed that the mind map method could be used by teachers and students to change the concept of thinking through active student involvement through the making of mathematics learning materials, addition and building space and the area of a circle in an attractive graphic form. Progressivism views that progress in thinking is a process of change and through the mindmaping learning method the concept of subject matter can be visualized in the form of a graphic infrastructure that can stimulate the right and left brains so that it can be useful to free students from the snare of rules when starting to learn. The conclusion of this study is a change in mindset that is in line with the viewpoint of progressivism philosophy is through a mind map learning model that can produce student creativity products and the role of the teacher as a facilitator can occur.


Author(s):  
Andrew Bowie

Like the other German Idealists, Schelling began his philosophical career by acknowledging the fundamental importance of Kant’s grounding of knowledge in the synthesizing activity of the subject, while questioning his establishment of a dualism between appearances and things in themselves. The other main influences on Schelling’s early work are Leibniz, Spinoza, J.G. Fichte and F.H. Jacobi. While adopting both Spinoza’s conception of an absolute ground, of which the finite world is the consequent, and Fichte’s emphasis on the role of the I in the constitution of the world, Schelling seeks both to overcome the fatalism entailed by Spinoza’s monism, and to avoid the sense in Fichte that nature only exists in order to be subordinated to the I. After adopting a position close to that of Fichte between 1794 and 1796, Schelling tried in his various versions of Naturphilosophie from 1797 onwards to find new ways of explicating the identity between thinking and the processes of nature, claiming that in this philosophy ‘Nature is to be invisible mind, mind invisible nature’. In his System des transcendentalen Idealismus (System of Transcendental Idealism) 1800) he advanced the idea that art, as the ‘organ of philosophy’, shows the identity of what he terms ‘conscious’ productivity (mind) and ‘unconscious’ productivity (nature) because it reveals more than can be understood via the conscious intentions that lead to its production. Schelling’s ‘identity philosophy’, which is another version of his Naturphilosophie, begins in 1801, and is summarized in the assertion that ‘Existence is the link of a being as One, with itself as a multiplicity’. Material nature and the mind that knows it are different aspects of the same ‘Absolute’ or ‘absolute identity’ in which they are both grounded. In 1804 Schelling becomes concerned with the transition between the Absolute and the manifest world in which necessity and freedom are in conflict. If freedom is not to become inexplicable, he maintains, Spinoza’s assumption of a logically necessary transition from God to the world cannot be accepted. Philosophische Untersuchungen über das Wesen der menschlichen Freiheit und die damit zusammenhängenden Gegenstände (Of Human Freedom) (1809) tries to explain how God could create a world involving evil, suggesting that nature relates to God somewhat as the later Freud’s ‘id’ relates to the developed autonomous ‘ego’ which transcends the drives which motivate it. The philosophy of Die Weltalter (The Ages of the World), on which Schelling worked during the 1810s and 1820s, interprets the intelligible world, including ourselves, as the result of an ongoing conflict between expansive and contractive forces. He becomes convinced that philosophy cannot finally give a reason for the existence of the manifest world that is the product of this conflict. This leads to his opposition, beginning in the 1820s, to Hegel’s philosophical system, and to an increasing concern with theology. Hegel’s system claims to be without presuppositions, and thus to be self-grounding. While Schelling accepts that the relations of dependence between differing aspects of knowledge can be articulated in a dynamic system, he thinks that this only provides a ‘negative’ philosophy, in which the fact of being is to be enclosed within thought. What he terms ‘positive’ philosophy tries to come to terms with the facticity of ‘being which is absolutely independent of all thinking’ (2 (3): 164). Schelling endeavours in his Philosophie der Mythologie (Philosophy of Mythology) and Philosophie der Offenbarung (Philosophy of Revelation) of the 1830s and 1840s to establish a complete philosophical system by beginning with ‘that which just exists…in order to see if I can get from it to the divinity’ (2 (3): 158), which leads to a historical account of mythology and Judeo-Christian revelation. This system does not, though, overcome the problem of the ‘alterity’ of being, its irreducibility to a philosophical system, which his critique of Hegel reveals. The direct and indirect influence of this critique on Kierkegaard, Nietzsche, Heidegger, Rosenzweig, Levinas, Derrida and others is evident, and Schelling must be considered as the key transitional figure between Hegel and approaches to ‘post-metaphysical’ thinking.


Author(s):  
J. Christopher Maloney

Representationalism rightly treats perception as a type of cognitive representation. However, it wrongly proposes that perceptual content determines phenomenal character. Rather, it is the form, not the content, of a perceptual representation that constitutes phenomenal character. For direct realism is true: Perception is that form of cognition in which representation and represented are the same. Other forms of cognition recruit representations that are distinct from what they represent. In contrast, perceptual representation extends the mind's reach into the world by casting the very object perceived in the role of a self-referential demonstrative. By fusing representation and represented perception provides direct acquaintance with what is seen exactly as it is seen to be and thus determines phenomenal character.


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