Article thumbnail

Understanding Science Through Knowledge Organizers: An Introduction

By Meena Kharatmal and Nagarjuna G.

Abstract

We propose, in this paper, a teaching program based on a grammar of scientific language borrowed mostly from the area of knowledge representation in computer science and logic. The paper introduces an operationizable framework for understanding knowledge using knowledge representation (KR) methodology. We start with organizing concepts based on their cognitive function, followed by assigning valid and authentic semantic relations to the concepts. We propose that in science education, students can understand better if they organize their knowledge using the KR principles. The process, we claim, can help them to align their conceptual framework with that of experts which we assume is the goal of science education

Topics: Artificial Intelligence
Publisher: Homi Bhabha Centre for Science Education, TIFR
Year: 2005
OAI identifier: oai:cogprints.org:4348

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.

Suggested articles

Citations

  1. (1991). Children’s theories vs. scienctific theories: Differences in reasoning or differences in knowledge?
  2. (1978). Cognitive Physchology: A Cognitive View.
  3. (1986). Conceptual change and science education.
  4. (2005). From folklore to science.
  5. (2005). Gnowsys: A system for semantic computing.
  6. (2005). Gnowsys: Gnowledge networking and organizing system.
  7. (2004). Knowledge organization of biology education.
  8. (2005). Layers in the fabric of mind: A cognitive ontogeny.
  9. (2000). Mapping Biology Knowledge.
  10. Towards a principled approach of concept mapping. Working Draft.