Structured models of scientific concepts for organizing, accessing, and using learning materials

Smith, Terence R.; Zeng, Marcia Lei; Agapova, O. I.; Buchel, Olha; Freeston, Michael; Frew, Jim; Hill, Linda; Smart, Laura; Tierney, Tim; Ushakov, Alex

doi:10.1145/544220.544355

Cited by 11 publications

(7 citation statements)

References 4 publications

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“…In contrast to reading, a science curriculum has new content introduced each week, termed "declarative knowledge" (Alexander et al, 1991;Armstrong & Collier, 1990). This content has been classified in various ways (National Research Council [NRC], 1996;Roid & Haladyna, 1982;Smith, Zeng, & ADEPT Knowledge Team, 2002), but most would agree that it includes specific concepts and facts, broader principles, still broader theories, and procedural knowledge and skills. Optimal science instruction will enable learners to build a cohesive semantic network or web of concepts, facts, principles, and theories (National Library of Medicine, 2003;NRC, 1996;Quillian, 1968).…”

Section: Content Area Structurementioning

confidence: 99%

Progress Monitoring in Grade 5 Science for Low Achievers

2010

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Thisarticlepresentsproceduresandresultsfroma2-yearprojectdevelopingsciencekeyvocabulary(KV)shorttests suitableforprogressmonitoringGrade5scienceinTexaspublicschoolsusingcomputer-generated,-administered,and -scoredassessments.KVitemsincludedKVdefinitionsandimportantusagesinamultiple-choiceclozeformat.AKVand itemdatabasewasconstructedforallGrades3,4,and5sciencestudentoutcomesbyscrutinizingbasalandsupplemental instructional materials used inTexas schools.The resulting 620 KV terms and 1,800 test items were formatted for computeradministrationincomputer-generatedprobes.ThisstudyexaminesresultsfromequivalentKV-scienceprobes, administeredtostudentswithspecialneedsonaweeklybasis,over5or6weeks.ItalsocomparesresultsfromKVprobes versusstandardmultiple-choicescienceitemsinsimplerpre-postadministration.Resultsencouragefurtherdevelopment ofKV-basedprobesforprogressmonitoringinthecontentareaofscience.

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Section: Content Area Structurementioning

confidence: 99%

Progress Monitoring in Grade 5 Science for Low Achievers

2010

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“…Dans les bibliothèques numériques, on peut concevoir de petits systèmes pour tester de nouvelles interfaces utilisateur, des fonctionnalités de recherche d'information, des théories pédagogiques ou des processus cognitifs. L'Alexandria Digital Earth Prototype Project, par exemple, était une initiative conjointe de géographes, d'informaticiennes et informaticiens, de psychologues et de spécialistes des sciences de l'information pour utiliser des données des sciences de la terre dans des cours de premier cycle (Borgman et al, 2000 ;Janee et Frew, 2002 ;Smith et Zheng, 2002). Le Science Library Catalog consistait en une interface utilisateur graphique qui servait à étudier les compétences cognitives et développementales d'enfants de huit à douze ans lorsqu'elles et ils cherchaient des informations scientifiques.…”

Section: Concevoir Et éValuer Des Technologiesunclassified

“…Les artefacts mis au jour lors de fouilles architecturales sont étudiés pour leur valeur artistique et culturelle (Wiseman, 1964 ;Yoffee et Fowles, 2011). Les spécialistes des sciences sociales s'intéressent également à ces objets pour ce qu'ils révèlent des sociétés qui les ont créés et utilisés (Smith et al, 2012). Les archéométallurgistes et les spécialistes des matériaux les examinent pour identifier des métaux, des minerais, des céramiques, des teintures et d'autres caractéristiques physiques pouvant servir à les dater et à retrouver leurs origines (Northover et Northover, 2012).…”

Section: L'histoire De L'art Et L'archéologie Antiquesunclassified

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García-Larrea¹

2007

Aspects Neurologiques De l'Addiction

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“…In this framework, concepts emerge as the foundational units for facilitating science learning. For a similar approach based on concepts, see Smith, et al (2002).…”

Section: The Conceptual Frameworkmentioning

confidence: 99%

How Can Classificatory Structures Be Used to Improve Science Education?

Buchel¹,

Coleman²

2003

Library Resources &Amp; Technical Services

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) K nowledge structures, such as classification schemes and thesauruses, are not often thought of or used as pedagogical systems. Also known as classificatory structures or knowledge organization schemes, they are used to organize knowledge for retrieval in libraries. Along with other information systems in the library, the online public access catalog and bibliographic databases, these tools have generally been designed to meet the information needs of the user who is a researcher or professional librarian, not the novice learner. Trends in interdisciplinary study and research, the widespread availability of electronic information resources, and the interest of funding agencies in the development of educational digital libraries provide an incentive to investigate how one type of classificatory structure, the faceted thesaurus, can facilitate science teaching and learning.First, we discuss how scientific reasoning as a general educational objective and learning outcome can provide a framework for the design of digital learning spaces. The goal of learning spaces is to facilitate the acquisition of scientific learning and reasoning skills in novice learners (Coleman 2001). Next, we explain the geosciences knowledge domain, with special emphasis on our test area, physical geography. We highlight some of the similarities between information organization for learning and knowledge organization in libraries. We find that concepts and relationships, classification, and vocabulary are critical components of both activities. Finally, we discuss the use of the faceted thesaurus as the foundation for digital learning spaces. We identify the enhancements needed for developing learning spaces in physical geography. The use of concept maps (Novak 2001) and topic maps (XML 2000; ISO/IEC 1999) is briefly discussed. The Alexandria Digital Earth Prototype (ADEPT) project provides the test bed for instructional materials and user analyses. ADEPT is supported by the National Science Foundation Digital Libraries Initiative Phase 2, and is a successor to the Alexandria Digital Library (ADL) project. For more information, see www.alexandria.ucsb.edu. How Can Classificatory

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Structured models of scientific concepts for organizing, accessing, and using learning materials

Cited by 11 publications

References 4 publications

Progress Monitoring in Grade 5 Science for Low Achievers

Progress Monitoring in Grade 5 Science for Low Achievers

Préface à l'édition française

How Can Classificatory Structures Be Used to Improve Science Education?

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