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Palacios, Medinacelli Luis. "Knowledge Discovery for Avionics Maintenance : An Unsupervised Concept Learning Approach." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS130/document.
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Dans cette thèse, nous étudions le problème de l’analyse de signatures de pannes dans le domaine de la maintenance avionique, afin d’identifier les défaillances au sein d’équipements en panne et suggérer des actions correctives permettant de les réparer. La thèse a été réalisée dans le cadre d’une convention CIFRE entre Thales Research & Technology et l’Université Paris-Sud. Les motivations sont donc à la fois théoriques et industrielles. Une signature de panne devrait fournir toutes les informations nécessaires pour identifier, comprendre et réparer la panne. Pour comprendre le mécanisme la panne son identification doit donc être explicable. Nous proposons une approche à base d’ontologies pour modéliser le domaine d’étude, permettant une interprétation automatisée des tests techniques réalisés afin d’identifier les pannes et obtenir les actions correctives associées. Il s’agit d’une approche d’apprentissage de concepts permettant de découvrir des concepts représentant les signatures de pannes tout en fournissant des explications sur les choix de propositions de réparations. Comme les signatures ne sont pas connues a priori, un algorithme d’apprentissage automatique non supervisé approxime les définitions des concepts. Les signatures apprises sont fournies sous forme de définitions de la logique de description (DL) et ces définitions servent d’explications. Contrairement aux techniques courantes d’apprentissage de concepts conçues pour faire de l’apprentissage supervisé ou basées sur l’analyse de patterns fréquents au sein de gros volumes de données, l’approche proposée adopte une perspective différente. Elle repose sur une construction bottom-up de l’ontologie. Le processus d’apprentissage est réalisé via un opérateur de raffinement appliqué sur l’espace des expressions de concepts et le processus est guidé par les données, c’est-à-dire les individus de l’ontologie. Ainsi, les notions de justifications, de concepts plus spécifiques et de raffinement de concepts ont été révisées et adaptées pour correspondre à nos besoins. L’approche a ensuite été appliquée au problème de la maintenance avionique. Un prototype a été implémenté et mis en œuvre au sein de Thales Avionics à titre de preuve de concept<br>In this thesis we explore the problem of signature analysis in avionics maintenance, to identify failures in faulty equipment and suggest corrective actions to resolve the failure. The thesis takes place in the context of a CIFRE convention between Thales R&T and the Université Paris-Sud, thus it has both a theoretical and an industrial motivation. The signature of a failure provides all the information necessary to understand, identify and ultimately repair a failure. Thus when identifying the signature of a failure it is important to make it explainable. We propose an ontology based approach to model the domain, that provides a level of automatic interpretation of the highly technical tests performed in the equipment. Once the tests can be interpreted, corrective actions are associated to them. The approach is rooted on concept learning, used to approximate description logic concepts that represent the failure signatures. Since these signatures are not known in advance, we require an unsupervised learning algorithm to compute the approximations. In our approach the learned signatures are provided as description logics (DL) definitions which in turn are associated to a minimal set of axioms in the A-Box. These serve as explanations for the discovered signatures. Thus providing a glass-box approach to trace the reasons on how and why a signature was obtained. Current concept learning techniques are either designed for supervised learning problems, or rely on frequent patterns and large amounts of data. We use a different perspective, and rely on a bottom-up construction of the ontology. Similarly to other approaches, the learning process is achieved through a refinement operator that traverses the space of concept expressions, but an important difference is that in our algorithms this search is guided by the information of the individuals in the ontology. To this end the notions of justifications in ontologies, most specific concepts and concept refinements, are revised and adapted to our needs. The approach is then adapted to the specific avionics maintenance case in Thales Avionics, where a prototype has been implemented to test and evaluate the approach as a proof of concept
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Zhang, Shaomin. "Thematic knowledge extraction." Thesis, Nottingham Trent University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272437.
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Burton, Sarah. "The development of self-knowledge." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272553.
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Marshall, Byron, and Therani Madhusudan. "Element Matching in Concept Maps." ACM, 2004. http://hdl.handle.net/10150/105657.
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Artificial Intelligence Lab, Department of MIS, University of Arizona<br>Concept maps (CM) are informal, semantic, node-link conceptual graphs used to represent knowledge in a variety of applications. Algorithms that compare concept maps would be useful in supporting educational processes and in leveraging indexed digital collections of concept maps. Map comparison begins with element matching and faces computational challenges arising from vocabulary overlap, informality, and organizational variation. Our implementation of an adapted similarity flooding algorithm improves matching of CM knowledge elements over a simple string matching approach.
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Radovanovic, Aleksandar. "Concept Based Knowledge Discovery from Biomedical Literature." Thesis, Online access, 2009. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_9861_1272229462.pdf.
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Verbeek, Thomas. "The design of a model for the acquisition, reuse and creation of knowledge in a civil engineering environment." Thesis, University of Pretoria, 2018. http://hdl.handle.net/2263/64301.
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A model is designed for the restructuring of knowledge. By way of suitably designed ontologies knowledge can be analysed to facilitate the creation of new knowledge and to render the knowledge suitable for reuse and for linkage to word-wide ontologies.<br>SUMMARY
The need for this research emanated from the requirement for learning and adaptation in the fast-changing world we live in today. The changing world goes along with developments in communication means, whereby information becomes more accessible and sophisticated daily. A vast number of resources is available and accessible, distributing an enormous amount of information. The need is to turn these vast amounts of information into usable knowledge for use by an engineer in practice. Restructuring of knowledge is one way of approaching this need and is addressed in this study. This process can be facilitated by experienced persons who know what knowledge is needed in practice. There is a decline in the numbers of experienced civil engineers, leaving a gap between the supply and demand for suitably qualified and experienced civil engineers. The objective of this study is to meet the need for the restructuring of knowledge by the design a model (referred to as a logic base in this study) for the acquisition, reuse and the creation of engineering knowledge in a civil engineering environment.
The main research question posed in this study is as follows:
What are the key characteristics of a model (termed a “logic base” in this study) for the acquisition, reuse and the creation of knowledge in a civil engineering environment?
This research commences with a set of research questions, followed by a literature review. Consideration is given to theories of knowledge, various methods of knowledge creation and knowledge acquisition. Several problem-solving techniques are reviewed. The structuring and architecture of knowledge and ontologies are researched and the role of systems engineering is studied. Various research methods are investigated and it is shown that case study research is the most suitable for the development of ontologies in civil engineering. The ontology of the logic base is therefore based on typical topics of case studies. Concept maps are employed to structure knowledge. This is done by defining appropriate concepts and classifying these into several ontological levels. The relationships among concepts and other influencing domains are studied. Knowledge of these relationships enables the application of several problem-solving techniques that enhance and stimulate the creation of knowledge.
A logic base is designed containing three modules, namely an input module whereby concept maps are used to capture and structure knowledge entities. The second module consists of an analysis module where problem-solving can be done. The third module contains the output of work and processes where engineering knowledge can be documented for reuse.
The contribution of this research lies in the design of an application in knowledge management in the field of civil engineering. Integration is done of ontologies, knowledge theories, knowledge acquisition and knowledge creation through problem-solving techniques. Knowledge is structured that can be linked to other external civil engineering taxonomies and ontologies. This enhancement of knowledge makes knowledge explicit and renders it suitable for reuse. When engineers are equipped in the use of the logic base, problems can be addressed in a holistic way and the underlying thought processes can be documented. This may be of great value to inexperienced engineers and for the preservation of valuable knowledge.
Some case studies are analysed to demonstrate the functioning of the model.<br>Thesis (DPhil) University of Pretoria 2018.<br>Information Science<br>DPhil<br>Unrestricted
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Marshall, Byron Bennett. "Concept Matching in Informal Node-Link Knowledge Representations." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1145%5F1%5Fm.pdf&type=application/pdf.
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Emami, Leila. "Conceptual Browser, a concept-based knowledge extraction technique." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/MQ43162.pdf.
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Schilawa, Jörg. "The value of concept maps in knowledge management." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50199.
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Thesis (MBA)--Stellenbosch University, 2004<br>This study project investigates the use of concept maps in knowledge management
and takes a look at both the people, and the technology sides of knowledge
management.
The report discusses critical aspects and theories of knowledge management.
Attention is focused on the importance of human beings in creating and being of
value to organisations. While some theories of knowledge management view
knowledge as a further developed stage of information, there are other theories,
which view tacit or individual knowledge as the most basic source of knowledge.
Despite this difference, and other dissimilarities, certain issues concerning
knowledge creation and amplification through communication appear in both
theories. A detailed discussion of the conversion process, and the knowledge spiral,
explains and reinforces the importance of communication.
The discussion touches on issues such as the influence of company culture towards
the facilitation of sharing attitudes, supportive leadership styles and organisational
structure. The continuous exchange of knowledge and the acceptance of new
methods, such as best practise, promote the creation of a learning organisation that
concentrates on the value of human beings, their needs, and their individual
fulfilment.
Challenges and obstacles of knowledge management such as experts seeing their
sharing of knowledge as a hindrance of personal competitive advantage or work
security will be examined. Although the logistics of knowledge management are very
complex it is extremely beneficial for organisations for creation of extra value, the
speeding up of processes, and the creation of a better work environment.
Despite the importance of the people side of knowledge management, a technical
infrastructure and a sophisticated knowledge management system are essential.
General information about knowledge management systems and information are
given, including objectives, trends, and an example of a standard technical
infrastructure.
Concept map technology is the interface between the computer system and the user.
Although concept maps are not a new invention, they are becoming more popular
due to new technical possibilities. All kinds of knowledge can be saved in concepts,
connections, links and underlying documents. Their cognitive structure enables
instant use without extensive guidelines or instructions. A further advantage is the
generality of concept maps, making them applicable to various environments and
industries. To increase awareness for concept map applications, differences between
two concept mapping software tools are briefiy discussed. One application
concentrates on maps, the other application aims to enable further functionality.
The empirical part of the study project evaluates the use of concept maps in the
banking and insurance environment of Sparkasse Sudholstein. The company
currently has about 1400 employees and provides a knowledge based service, which
made it very suitable for the research project. The technology infrastructure of
Sparkasse Sudholstein contains certain distinctive features due to security reasons.
The company has a user interface with different applications, various internal
databases, external databases for the discretion of customer data, and several other
external information and knowledge services. All the factors above make Sparkasse
Sudholstein to an ideal candidate for the use of concept map applications.
A survey by means of a questionnaire was undertaken at the headquarters of the
company to determine the current situation of their knowledge management system.
The most popular knowledge sources in use were the Lotus Notes "info-tiles", as well
as direct communication amongst colleagues. It was further recognised that concept
maps are known by almost half the participants of the questionnaire and that people
are very open to new techniques of knowledge management.
Various concept maps were created with company experts to evaluate the value and
possible applications of concept maps in the company. The results showed that
concept maps are not able to fulfil all the tasks of a knowledge management system,
because they do not yet provide enough functionality. However, concept maps do
have an essential significance in knowledge gathering, job descriptions, trainings and
seminars, presentations, as discussion support tools, and project work such as
workflow management. The advantages of concept maps are their cognitive use and
understanding, their self-explanatory structure, the interactivity with the user, and the
implementation of multi-media in combination with special layout features.
In conclusion, it can be said that concept maps can be successfully applied to
selective areas in companies. Concept maps should be implemented into a broader
knowledge management system and combined with other traditional methods of
knowledge management. The use of concept maps will create value for companies
by increasing efficiency, effectiveness, as well as the overall performance of the
company. If concept maps are combined successfully with other knowledge
management measures, sustainable competitive advantage could be created for the
organisation.
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Neville, Karen M. "IS security leveraging the concept of knowledge management." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527132.
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IS Security (ISS) has become a key element of business risk management and can itself create competitive advantage. Thus, organisations seek practical approaches to protect the operation of the business. Protecting the functionality of an organisation is a difficult task but it is the responsibility of both senior management and ISS functions to do so. An analysis of the ISS literature reveals a paucity of research of ISS management, and a need for research to develop a holistic model for managing ISS knowledge to overcome the ever-increasing number of negative security incidents. The ISS research community is restrained by small-scale technical questions as the social aspects of ISS are ignored resulting in fragmented research across the IS field. While several possible methods are scattered throughout the literature – they focus on the development of information systems. ISS professionals require a range of skills encompassing business knowledge, legal awareness, and organisational processes as well as technical security knowledge. Research to date has failed to provide an integrated approach to managing ISS knowledge. This study investigates how ISS could leverage the concept of knowledge management. It proposes a theoretical model derived from the ISS and KM literatures. Thus to address this gap in research, this study adopts an exploratory interpretive holistic case study approach using interviews and document analysis as data gathering methods. The study will focus on the relationship between ISS and KM and the proposed benefits that an ISS KM initiative would produce. An analysis of the approaches used by these specialised structures in managing knowledge within and across the two case studies facilitated the development of an integrated model. The interplay between the functions provided rich description of the approaches used to manage knowledge. This research builds on previous studies documented in the ISS literature, by providing a much needed model against which practitioners may diagnose problems, plan action and implement solutions. ISS models and standards today do not exhibit much flexibility, therefore managers make ISS decisions in a vacuum. ISS problems can be managed or reduced when the ISS functions and management are aware of the full range of controls available and implement the most effective. Unfortunately, they often lack this knowledge and their subsequent actions to cope with threats are less effective. The focus of ISS research to date has been technical and grounded in positivism and few, if any, studies utilise a qualitative approach, therefore eliminating holistic, in-depth rich descriptions of core issues within the field. Comparatively little work has taken a managerial point of view, covering broad organisational and social issues. This study acknowledges these issues and provides a solid conceptual foundation for future studies on ISS by answering calls for a theoretical model to guide research in the area. The study also identifies the positive and negative impacts of compliance and describes how organisations can apply the model to overcome these negative effects.
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au, skhor@iinet net, and Sebastian Wankun Khor. "A Fuzzy Knowledge Map Framework for Knowledge Representation." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070822.32701.
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Cognitive Maps (CMs) have shown promise as tools for modelling and simulation of knowledge in computers as representation of real objects, concepts, perceptions or events and their relations. This thesis examines the application of fuzzy theory to the expression of these relations, and investigates the development of a framework to better manage the operations of these relations.
The Fuzzy Cognitive Map (FCM) was introduced in 1986 but little progress has been made since. This is because of the difficulty of modifying or extending its reasoning mechanism from causality to relations other than causality, such as associative and deductive reasoning. The ability to express the complex relations between objects and concepts determines the usefulness of the maps. Structuring these concepts and relations in a model so that they can be consistently represented and quickly accessed and anipulated by a computer is the goal of knowledge representation. This forms the main motivation of this research.
In this thesis, a novel framework is proposed whereby single-antecedent fuzzy rules can be applied to a directed graph, and reasoning ability is extended to include noncausality. The framework provides a hierarchical structure where a graph in a higher layer represents knowledge at a high level of abstraction, and graphs in a lower layer represent the knowledge in more detail. The framework allows a modular design of knowledge representation and facilitates the creation of a more complex structure for modelling and reasoning.
The experiments conducted in this thesis show that the proposed framework is effective and useful for deriving inferences from input data, solving certain classification problems, and for prediction and decision-making.
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Shehzad, Murtaza, and Mathilde Jaouen. "Networking for Knowledge Transfer : A concept on STPs’ international process for successful knowledge transfer." Thesis, Umeå universitet, Företagsekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124854.
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Recognizing the importance of innovation, we see that entrepreneurship and its supporting ecosystem contributes to increased prosperity in society. We also understand that the entrepreneurial phenomenon increases in efficiency through internationalization. Within the international context, knowledge transfer can be complex and requires people of multicultural background for successful interpretation. Demanding abilities to code and decode the transferred knowledge and integrate it into practices, interactions and learning for successfully creating new knowledge as a result. Our purpose for this research was to emphasize and give clarity of the process from initiatives to internationalization to successfully transferring knowledge. Being master students in an entrepreneurial program and working with related projects in our worklife, we were accustomed to- and possessed necessary background information for the topic. This gave us abilities to contact and form interviews for various science and technology parks (STP). We were motivated to collect data through a qualitative study, interviewing STPs with practical insight measuring selected theories presented in our literature review. Our findings correlate the selected theories, and give impressions that networking platforms provided by government, universities and international organizations contribute significantly in connecting STPs to international players. We also record that the government’s position is crucial in providing infrastructure and financial support to STPs. Further the challenge of knowledge transfer is positively related to complementary interest and trust, which is better resolved through awareness of multicultural networks. Further research can be recommended to investigate the objectives of institutions in an entrepreneurial ecosystem, between and in relation to the tenants. For direct understanding of international activities, we would also like to propose a research measuring science and technology parks’ engagement for internationalization and the financial results of tenants within the same time period.
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Stump, Sheryl L. Swafford Jane. "Secondary mathematics teachers' knowledge of the concept of slope." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9721399.
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Thesis (Ph. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 26, 2006. Dissertation Committee: Jane O. Swafford (chair), John A. Dossey, Roger P. Day, Michael Marsalli, Jeffrey J. Walczyk. Includes bibliographical references (leaves 131-138) and abstract. Also available in print.
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Edwards, Julie. "Doctors' perspective on obstetric ultrasound : concept, knowledge and practice." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/17101/.
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Problems arise when women attend for obstetric ultrasound scans, not always fully aware of the purpose of the examinations they have chosen to opt for and sometimes experience anxiety, as their expectations are not met. This study has explored, through in-depth interviews and ‘framework’ analysis, whether doctors are actively engaged in unbiased information sharing with pregnant women during their consultations. Through exploration of the literature on women’s and health professionals’ perspective on the use of obstetric ultrasound, a gap is seen in the knowledge regarding the medical perspective on ultrasound use in pregnancy. Results of this study revealed three themes relating to the doctor’s experiences of offering obstetric ultrasound: doctors’ knowledge and understanding, their views on the practice of obstetric ultrasound use and their ideas on the concept of ultrasound. These themes been considered alongside the writings on power/knowledge, govemmentality and self-surveillance through risk theory, by the philosopher Michel Foucault (1926-84), as his ideas have been central to this research question. The conclusion reached is that, although making changes to doctors’ in house training may increase their knowledge of obstetric ultrasound, it may still be the case that their professional position within society will still create a barrier to women making informed decisions when requiring to consider opting for ultrasound scans during their pregnancy.
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Glinos, Demetrios. "SYNTAX-BASED CONCEPT EXTRACTION FOR QUESTION ANSWERING." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3565.
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Question answering (QA) stands squarely along the path from document retrieval to text understanding. As an area of research interest, it serves as a proving ground where strategies for document processing, knowledge representation, question analysis, and answer extraction may be evaluated in real world information extraction contexts. The task is to go beyond the representation of text documents as "bags of words" or data blobs that can be scanned for keyword combinations and word collocations in the manner of internet search engines. Instead, the goal is to recognize and extract the semantic content of the text, and to organize it in a manner that supports reasoning about the concepts represented. The issue presented is how to obtain and query such a structure without either a predefined set of concepts or a predefined set of relationships among concepts. This research investigates a means for acquiring from text documents both the underlying concepts and their interrelationships. Specifically, a syntax-based formalism for representing atomic propositions that are extracted from text documents is presented, together with a method for constructing a network of concept nodes for indexing such logical forms based on the discourse entities they contain. It is shown that meaningful questions can be decomposed into Boolean combinations of question patterns using the same formalism, with free variables representing the desired answers. It is further shown that this formalism can be used for robust question answering using the concept network and WordNet synonym, hypernym, hyponym, and antonym relationships. This formalism was implemented in the Semantic Extractor (SEMEX) research tool and was tested against the factoid questions from the 2005 Text Retrieval Conference (TREC), which operated upon the AQUAINT corpus of newswire documents. After adjusting for the limitations of the tool and the document set, correct answers were found for approximately fifty percent of the questions analyzed, which compares favorably with other question answering systems.<br>Ph.D.<br>School of Computer Science<br>Engineering and Computer Science<br>Computer Science
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Marasse, Elizabeth. "“How Does Working Alone Together Feel?” Aesthetic Ways of Knowing and Creating Knowledge in an Open Concept Office." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39284.
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The trend toward open concept office floor plans reflects evolving management styles in modern organizations. Organizations typically implement architecturally open workspace designs to seed cultural change. As the popularity of open concept offices grows, however, research suggests that they are negatively impacting collaboration and productivity. This thesis examines how organizational leadership and employees perceive the transition to an open concept workspace, incorporating employees’ aesthetic experience to understand how the space is ‘physically known’. The study takes place within a conceptual framework of aesthetic knowledge as experiential, symbolic and personal. Using a qualitative, practice-based approach that incorporates participant-led photo-ethnography, semi-structured interviews were conducted with leadership and employees. Although the results are not generalizable, they suggest that the open concept workspace both positively and negatively impacts organizational collaboration but has primarily negative effects on staff productivity, and that leadership can improve open workspace outcomes by taking employees’ embodied experiences into account in the design and implementation of such spaces. The results add to our understanding of the way in which organizational strategy and aesthetic knowledge create and sustain the way of working within an open concept office space.
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Passmore, Graham James. "Concept maps and processes of comprehension, explicating cognition and metacognition, structural knowledge and procedural knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0008/NQ41036.pdf.
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Schachter, Richard David. "Optimization techniques with knowledge based control in ship concept design." Thesis, Brunel University, 1990. http://bura.brunel.ac.uk/handle/2438/5778.
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An integrated computational approach to Ship Concept Design using optimization techniques and a knowledge base to control the optimization process has been developed. The system automates both synthesis and analysis; analysis by the repeated sequential use of Design Theory Modules and synthesis through the optimization process, which compromises conflicting requirements, subject to constraints. The intention of this work has been to find a better approach to automated design synthesis and at the same time employ detailed analytical tools such as a three-dimensional hull-form definition and engineering analysis modules. Optimization techniques and a knowledge base are combined to achieve the desired capabilities, taking advantage of the benefits optimization can bring using goal oriented methods and exploratory searches, alongside a knowledge base that controls the synthesis process rather than the design. A function mapping strategy has been developed to provide a multiple-parametric view of regions of the optimization objective function and constraints. A discussion is included on the role of further applications of expert systems to design systems in both synthesis and analysis and their possible interference with creativity and innovation. Two design examples are provided, one showing the application of the system using optimization and the other adding the use of the knowledge base. The results are compared and discussed.
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Dubitzky, Werner. "Knowledge integration in case-based reasoning : a concept-centred approach." Thesis, University of Ulster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388879.
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Styliandidis, Orestis. "Knowledge from data : concept induction using fuzzy and neural methods." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361076.
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Das, Manirupa. "Neural Methods Towards Concept Discovery from Text via Knowledge Transfer." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1572387318988274.
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Ziori, Eleni. "The effect of prior knowledge on implicit and explicit concept learning." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366075.
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Bardien, Mariam. "Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university." Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32200.
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This qualitative research aims to identify the threshold concepts in financial instruments using Meyer and Land's Threshold Concept Framework (2005) and applies the dimension of Semantics and Legitimation Code Theory (Maton, 2014) to analyse whether semantic gravity and semantic density are stronger or weaker in the threshold concepts. The analysis points to five threshold concepts in the financial instruments module. It further aims to explore whether African, Coloured and Indian students' exposure to these threshold concepts results in troublesome knowledge and/or transformation in understanding and thinking in a second-year Accounting course at a South African university. Triangulation is used to confirm the authenticity and consistency of the data emerging from the identification of the threshold concepts. Using Semantics, this research illustrates that the five threshold concepts possess weaker semantic gravity due to the abstract nature of the threshold concepts and stronger semantic density is present due to the complex and dense terminology inherent in financial instruments. Evidence from a general survey, interviews and summative assessments conducted with students registered for an Accounting course shows that exposure to the threshold concepts resulted in troublesome knowledge and/or transformed understanding. Identifying the threshold concepts could make specialised Accounting knowledge more explicit to students and exploring the knowledge experienced as troublesome and the transformed understanding experienced provides room for debate around pedagogy and curriculum reform.
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Terry, Shaun. "The effects of concept maps on student knowledge of earth science." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/terry/TerryS0811.pdf.
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Students at my high school have scored their lowest on the Earth science portion of the state proficiency test over the past several years. Because this is a topic I teach to the entire freshman class in my school, my capstone project was dedicated to increasing these test scores. My project involved adding concept mapping to all material assigned during two units of the Earth science unit. Data collected to identify the impact of the concept map came from student journal entries, interviews, and surveys as well as from tests that included multiple-choice questions modeled on the state proficiency test questions; targeted short answer questions were included to provide me with qualitative data. I also used a journal and an interview by my principal in an effort to measure the impact of concept mapping on my time and attitude. The results of the study were mixed. Although postunit test scores were higher following the nontreatment unit, there was significant long-term retention of material by three of the four subgroups. Data also indicate greater retention of vocabulary across all of the subgroups. Finally, the results indicate that concept mapping can be a valuable addition to my teaching repertoire.
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Tew, Allison Elliott. "Assessing fundamental introductory computing concept knowledge in a language independent manner." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37090.
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Measuring student learning is fundamental to any educational endeavor. A primary goal of many computer science education projects is to determine the extent to which a given instructional intervention has had an impact on student learning. However, the field of computing lacks valid and reliable assessment instruments for pedagogical or research purposes. Without such valid assessments, it is difficult to accurately measure student learning or establish a relationship between the instructional setting and learning outcomes. The goal of assessment research in computer science is to have valid ways of measuring student conceptions of fundamental topics, which will enable both research into how understanding of knowledge in the domain develops as well as enable curricular innovation and reform grounded in this knowledge.
My dissertation work focused on three questions regarding assessment of introductory concepts in computer science. How can existing test development methods be applied and adapted to create a valid assessment instrument for CS1 conceptual knowledge? To what extent can pseudo-code be used as the mechanism for achieving programming language independence in an assessment instrument? And to what extent does the language independent instrument provide a valid measure of CS1 conceptual knowledge?
I developed the Foundational CS1 (FCS1) Assessment instrument, the first assessment instrument for introductory computer science concepts that is applicable across a variety of current pedagogies and programming languages. I applied methods from educational and psychological test development, adapting them as necessary to fit the disciplinary context. I conducted think aloud interviews and a large scale empirical study to demonstrate that pseudo-code was an appropriate mechanism for achieving programming language independence. Student participants were able to read and reason in the pseudo-code syntax without difficulty and were able to transfer conceptual knowledge from their CS1 programming language to pseudo-code. Finally, I established the validity of the assessment using a multi-faceted argument, combining interview data, statistical analysis of results on the assessment, and exam scores.
The contributions of this research are: (1) An example of how to bootstrap the process for developing the first assessment instrument for a disciplinary specific design-based field. (2) Identification that although it may not be possible to correlate scores between computer science exams created with different measurement goals, the validity claims of the individual assessments are not diminished. (3) A demonstration that novice computing students, at an appropriate level of development, can transfer their understanding of fundamental concepts to pseudo-code notation. (4) A valid assessment of introductory computing concepts for procedurally-based introductory computing courses taught in Java, Matlab, or Python at the university level.
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Gryspeerdt, Danielle. "The effects of concept mapping on prior knowledge and meaningful learning /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60620.
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Undergraduates' conceptual knowledge of important concepts in a Pre-historic Archaeology course was investigated with a pre-post open-ended test procedure. Students were randomly assigned to one of three levels of a concept mapping intervention. All students were given an introductory lecture on concept mapping. Of the 124 students who completed the pre- and post-tests, students (n = 45) in the first treatment level were given a reading guide to the textbook material. Students (n = 36) in the second treatment level were given a reading guide with incorporated concept mapping questions. Treatment level three students (n = 43) were also given the concept mapping reading guides and received instructor and peer feedback on their responses to the concept mapping questions. Multivariate statistical analysis revealed that students in all three treatment levels gained in conceptual knowledge. A secondary descriptive analysis revealed that concept mapping appears to aid students in clarifying misconceptions.
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Hanika, Tom [Verfasser]. "Discovering Knowledge in Bipartite Graphs with Formal Concept Analysis / Tom Hanika." Kassel : Universitätsbibliothek Kassel, 2019. http://d-nb.info/1180660811/34.
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Watmough, Martin John. "Discovering the hidden knowledge in transaction data through formal concept analysis." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/7706/.
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The aim of this research is to discover if hitherto hidden knowledge exists in transaction data and how it can be exposed through the application of Formal Concept Analysis (FCA). Enterprise systems capture data in a transaction structure so that they can provide information that seeks to align with the knowledge that decision-makers use to achieve business goals. With the emergence of service-oriented architecture and developments in business intelligence, data in its own right is becoming significant, suggesting that data in itself may be capable of capturing human behaviour and offerer novel insights from a `bottom-up' perspective. The constraints of hard-coded top-down analysis can thus be addressed by agile systems that use components based on the discovery of the hidden knowledge in the transaction data. There is a need to connect the user's human-oriented approach to problem solving with the formal structures that computer applications need to bring their productivity to bear. FCA offers a natural approach that meets these requirements as it provides a mathematical theory based on concepts, logical relationships that can be represented and understood by humans. By taking an action research and case study approach an experimental environment was designed along two avenues. The first was a study in an educational setting that would combine the generation of the data with the behaviour of the users (students) at the time, thereby capturing their actions as reflected in the transaction data. To create a representative environment, the students used an industry standard SAP enterprise system with the business simulator ERPsim. This applied study provided an evaluation of FCA and contemporary tools while maintaining a relevant pedagogic outcome for the students. The second avenue was a discovery experiment based on user activity logs from an actual organisations productive system, applying and developing the methods applied previously. Analysis of user logs from this system using FCA revealed the hitherto hidden knowledge in its transaction data by discovering patterns and relationships made visible through the multi dimensional representation of data. The evidence gathered by this research supports FCA for exposing and discovering hidden knowledge from transactional data, it can contribute towards systems and humans working together more effectively.
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Meng, Chulin. "Using query-based concept structures to improve subject access to digital libraries." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106185.
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From the early information retrieval systems to recent web search engines, most systems ask user to express their information need in a query. While the online information systems, such as search engines and digital libraries, bring the great opportunity of accessing huge amount of information directly, they also present challenges on users’ competence of formulating good queries. In library, thesauri and classification schemes are not only indexing tools, but also concept consultation tools. Thesauri and classification schemes haven’t fully adapted in to digital library and IR system, because there are not universal concept hierarchies. This essay introduces the ideal of using query-based concept structures to improve subject access to digital libraries. It reports some early work of an ongoing project that explores the usability and effectiveness of query-based concept structures, which naturally connects static knowledge in the information collection and user dynamic information need, as intermediary. Methodologies and experimental designs are laid out. The preliminary results are presented and further research is discussed.
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Aboalela, Rania Anwar. "An Assessment of Knowledge by Pedagogical Computation on Cognitive Level mapped Concept Graphs." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1496941747313396.
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Harper-Sciarini, Michelle. "Investigating the Reliability and Validity of Knowledge Structure Evaluations: The Influence of Rater Error and Rater Limitation." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3312.
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The likelihood of conducting safe operations increases when operators ave effectively integrated their knowledge of the operation into meaningful relationships, referred to as knowledge structures (KSs). Unlike knowing isolated facts about an operation, well integrated KSs reflect a deeper understanding. It is, however, only the isolated facts that are often evaluated in training environments. To know whether an operator has formed well integrated KSs, KS evaluation methods must be employed. Many of these methods, however, require subjective, human-rated evaluations. These ratings are often prone to the negative influence of a rater's limitations such as rater biases and cognitive limitations; therefore, the extent to which KS evaluations are beneficial is dependent on the degree to which the rater's limitations can be mitigated. The main objective of this study was to identify factors that will mitigate rater limitations and test their influence on the reliability and validity of KS evaluations. These factors were identified through the delineation of a framework that represents how a rater's limitations will influence the cognitive processes that occur during the evaluation process. From this framework, one factor (i.e., operation knowledge), and three mitigation techniques (i.e., frame-of-reference training, reducing the complexity of the KSs, and providing referent material) were identified. Ninety-two participants rated the accuracy of eight KSs over a period of two days. Results indicated that reliability was higher after training. Furthermore, several interactions indicated that the benefits of domain knowledge, referent material, and reduced complexity existed within subsets of the participants. For example, reduced complexity only increased reliability among evaluators with less knowledge of the operation. Also, referent material increased reliability only for those who scored less complex KSs. Both the practical and theoretical implications of these results are provided.<br>Ph.D.<br>Department of Psychology<br>Sciences<br>Psychology PhD
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Schwendimann, Beat Adrian. "Mapping biological ideas: Concept maps as knowledge integration tools for evolution education." UNIVERSITY OF CALIFORNIA, BERKELEY, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3499067.
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Camps, i. Lorente Joan. "Monitorització de projectes no determinats utilitzant Scrum i la Concept-Knowledge Theory." Doctoral thesis, Universitat Politècnica de Catalunya, 2015. http://hdl.handle.net/10803/286231.
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Planning and monitoring of projects are fundamental activities for its management. These tasks provide the required information to have a full picture of a given situation. They are an instrument that enables the control of any process and that will make possible its evaluation. However, it has been showed that, in some areas, monitoring by standards can be a complex activity.
This study proposes a method for monitoring projects. It can be implemented in those cases that, either by its size or by its own dynamics, do not display the way they use to carry out their projects. To succeed in this approach, it needs to be simple, user-friendly and based on people skills.
Moreover, standards are particularly useful for the management of those projects whose final configuration is known, called as determined projects. These kinds of projects differ from others that do not have a specific known end, for example any design process. They are called nondeterministic projects.
Thus, this research corresponds to the development of a method for monitoring nondeterministic projects.
First of all, the state of knowledge concerning both project management and design theories has been reviewed. The relationship of the first term with the aim of the research is evident, but the relationship with the second term requires a comment: the correct monitoring of a nondeterministic project requires showing the itinerary that follows the reasoning of the designer or group of designers. For example, what are the technical solutions adopted and which the discarded? Or, which knowledge has been used? And, is there any new knowledge acquired? All of these questions should be known. The way to map these processes is not evident. This issue should be deal from the design theory.
As a result of the review of the state of knowledge, it is suggested that the development of a method for the monitoring of nondeterministic projects could be articulated from the simultaneous use of Scrum, as a framework of agile project development, and the Concept- Knowledge theory, as a design theory. At these two elements, a third one, related to a system file hosting is added. The hybridization of the two main elements is the idea that allows structuring the developed method.
The set of hypothesis to be proved corresponds to the possibility of using the method, that is, the validation of the hypothesis will be satisfactory if the method can be used and it is useful. For the validation, a research focused on a qualitative approach has been designed. It consists in two strategies: a participant observation and case studies. In the first one, the method has been used by eight teams of students of advanced engineering courses to carry out its project in an academic environment. In the second one, three cases of different architectural design projects have been studied. The first case is a research project for the design of a particular ephemeral structure. The second case corresponds to the process used by a professional studio of architecture to design a house in exceptional plot conditions. Finally, the third case, also relative to a professional environment, describes the study of the process followed in the development of a new type of curtain wall. Approaches used in all case studies are based on sustainability criteria.
The results of the investigations conducted are discussed in order to determine the validation of the hypothesis. At the same time, the conditions that must be fulfilling for the successful implementation of the method are proposed.<br>La planificació i el seguiment dels projectes són activitats fonamentals per a la seva gestió. Les tasques de visualització del seguiment o monitorització proporcionen la informació necessària per a disposar d'una imatge completa d'una situació donada. Són, doncs, l'instrument que permet el control i que possibilitarà l'avaluació de qualsevol procés. Tanmateix, es comprova que monitoritzar mitjançant els estàndards pot ser, en alguns àmbits, una activitat complexa. En aquest estudi es proposa un mètode de monitorització de projectes que es pugui implementar en aquells entorns on, o bé per les seves dimensions o bé per les seves dinàmiques pròpies, no es visualitza la manera com es realitzen projectes. Per reeixir en aquest enfocament és necessari que un mètode sigui simple i fàcil d'utilitzar, centrat en les persones i les seves habilitats. D'altra banda, els estàndards són especialment útils per a la gestió d'aquells projectes dels quals se'n coneix la configuració final i que poden ser anomenats determinats. Aquest tipus de projectes es diferencien dels que no tenen un final concret conegut, per exemple qualsevol procés de disseny, i que poden ser anomenats projectes no determinats. La recerca que s'ha portat a terme correspon, doncs, al desenvolupament d'un mètode de monitorització de projectes no determinats. S'ha revisat l'estat del coneixement relatiu tant a la gestió de projectes com a les teories del disseny. Si la relació del primer terme amb la recerca és evident, la relació amb el segon requereix un comentari: per monitoritzar correctament un projecte no determinat cal poder mostrar l'itinerari que segueixen els raonaments del dissenyador o grup de dissenyadors. Cal saber, per exemple, quines són les solucions tècniques adoptades i quines són les descartades, o bé quin ha estat el coneixement utilitzat, i si s'ha adquirit nou coneixement. La forma de mapificar aquests processos no és evident. Aquesta qüestió ha de ser abordada des de la teoria del disseny. Com a resultat de la revisió de l'estat del coneixement s'observa que el desenvolupament d'un mètode adequat per a la monitorització de projectes no determinats podria estar articulat a partir de la utilització simultània de l'Scrum, en tant que marc de treball iteratiu inclòs en la gestió àgil de projectes, i de la Concept-Knowledge Theory, en tant que teoria del disseny. La hibridació d'aquests dos elements, als quals s'hi afegirà un tercer aspecte operatiu corresponent a un sistema d'allotjament d'arxius, és la idea que permet estructurar el mètode desenvolupat. El conjunt d'hipòtesis a comprovar corresponen a la possibilitat d'utilitzar el mètode, és a dir, la validació de les hipòtesis es produirà si el mètode es pot dur a terme i si és útil. Per a aquesta validació s'ha procedit a dissenyar una investigació centrada en un enfocament qualitatiu i formada per dues estratègies: la observació participant i l'estudi de casos. En la primera, el mètode desenvolupat ha estat utilitzat per vuit equips d'estudiants de cursos avançats d'enginyeriaper a la realització del seu projecte en un entorn acadèmic. En la segona, s'han estudiat tres casos de tres projectes de disseny d'objectes arquitectònics. El primer cas és un projecte de recerca corresponent al disseny d'una estructura efímera particular. El segon cas correspon al procés utilitzat en un estudi professional d'arquitectura per dissenyar una casa en un entorn amb unes condicions excepcionals. Finalment, en el tercer cas, també centrat en un entorn professional, s'estudia el procés seguit en el desenvolupament d'un nou tipus de mur cortina. Tots el casos d'estudi en basen en enfocaments protagonitzats per criteris de sostenibilitat. Els resultats de les investigacions realitzades es discuteixen a fi de determinar la validació de les hipòtesis. Al mateix temps, es concreten les condicions que s'han de complir per a reeixir en la implementació del mètode
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Ducrou, Jon. "Design for conceptual knowledge processing case studies in applied formal concept analysis /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080919.093612/index.html.
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Rudolph, Sebastian. "Relational Exploration: Combining Description Logics and Formal Concept Analysis for Knowledge Specification." Doctoral thesis, Technische Universität Dresden, 2006. https://tud.qucosa.de/id/qucosa%3A25002.
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Facing the growing amount of information in today's society, the task of specifying human knowledge in a way that can be unambiguously processed by computers becomes more and more important. Two acknowledged fields in this evolving scientific area of Knowledge Representation are Description Logics (DL) and Formal Concept Analysis (FCA). While DL concentrates on characterizing domains via logical statements and inferring knowledge from these characterizations, FCA builds conceptual hierarchies on the basis of present data. This work introduces Relational Exploration, a method for acquiring complete relational knowledge about a domain of interest by successively consulting a domain expert without ever asking redundant questions. This is achieved by combining DL and FCA: DL formalisms are used for defining FCA attributes while FCA exploration techniques are deployed to obtain or refine DL knowledge specifications.
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Schanbacher, Lena. "Expertise Knowledge of Successful Initiatives within Organizations: A Group Concept Mapping Approach." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39776.
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The professional world, as well as, the single employee faces multiple challenges in daily routine. To improve individual health along with the whole organization, interventions are conducted. However, a summary of requirements for successful initiatives are not existing. The study describes a Group Concept Mapping approach with multinational and multidisciplinary experts in the area of organizational development. From 112 single requirements for successful interventions, finally the following 15 clusters are identified, which function as a framework for the implementation of interventions: (1) Context alignment/intervention fit, (2) Continual modification, (3) Assessment (situation & risk)/ recurrent, (4) Planning/structural change processes, (5) Active collaboration from different stakeholders, (6) Transparent communication, (7) Pay attention to participants, (8) Leadership, (9) Supportive climate for learning, (10) Persistence/ complexity, (11) Point of departure/prerequisite, (12) Impact (what kind & monitoring), (13) Perceived value, (14) Variation and (15) Single Statements. The provided knowledge can be used by practitioners -especially consultants -in the process of planning, conducting and evaluating a successful initiative.
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Fenton, Lisa. "'Bushcraft' and 'indigenous knowledge' : transformations of a concept in the modern world." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/57815/.
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The relationship between 'bushcraft' and 'indigenous knowledge' is investigated through a historical review, an examination of ethnographic literature, fieldwork amongst bushcraft practitioners, and through original case studies. Fieldwork was carried out in Sweden, the USA, and the UK. Case studies of the Saami 'kuksa', the 'figure 4' deadfall trap, and making fire by friction are used to explore a number of themes in the contemporary bushcraft world: the role of skilled-practice, ethical values, notions of an individually experienced connection with nature, practice as a personal transformative experience, and as an intersubjective relationship between practitioner and craft engagement with the material affordances in the landscape. It is argued that motivations for practice foreground a relationship with an environmental experience that counters 'alienation' through the development of techniques required to spend un-insulated time in nature which counter modern Western technocratic lifestyles. Bushcraft destabilises apparently similar categories of activity, particularly tourism, outdoor adventure recreation and education, historical re-enactment and survivalism.
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Ditmore, Devin Alan. "Effect of Modeling Instruction on Concept Knowledge Among Ninth Grade Physics Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2207.
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A basic knowledge of physics concepts is the gateway to success through high-paying careers in science, technology, engineering, and mathematics (STEM). Many students show little understanding of concepts following traditional physics instruction. As an alternative to current lecture-based approaches for high school physics instruction, Piaget's theory of cognitive development supports using real scientific experiences to lead learners from concrete to formal understanding of complex concepts. Modeling instruction (MI) is a pedagogy that guides learners through genuine scientific experiences. This project study analyzed the effects of MI on 9th grade physics students' gains on the test measuring mastery of physics concepts, Force Concept Inventory (FCI). A quasi-experimental design was used to compare the FCI scores of a traditional lecture-taught control group to a treatment group taught using MI. A t test t(-.201) = 180.26, p = .841 comparing the groups and an analysis of variance F(2,181) = 5.20 comparing female to male students indicated MI had no significant positive effect on students. A partial eta squared of the effect size showed that 5.4% of the variance in FCI gains was accounted for by gender, favoring female participants for both groups. The significant relationship between content and gender bears further inquiry. A lesson plan guide was designed to help teachers use computer simulation technology within the MI curriculum. The project promotes positive social change by exploring further ways to help adolescents experience success in physics at the beginning of high school, leading to future success in all STEM areas.
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Meier, Lori T. "Visual Concept Mapping in Curriculum Studies: A Pedagogical Canvas for Emerging Knowledge." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5894.
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Bi, Wenyi. "Knowledge Discovery by Attribute-Oriented Approach Under Directed Acyclic Concept Graph(DACG)." NSUWorks, 2001. http://nsuworks.nova.edu/gscis_etd/411.
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Knowledge discovery in databases (KDD) is an active and promising research area with potentially high payoffs in business and scientific applications. The great challenge of knowledge discovery in databases is to process large quantities of raw data automatically, to identify the most significant and meaningful patterns, and to present this knowledge in an appropriate form for decision making and other purposes. In previous researches, Attribute-Oriented Induction, implemented artificial intelligence, "learning from examples" paradigm. This method integrates traditional database operations to extract rules from database systems. The key techniques in attribute-oriented induction are attribute generalization and undesirable attribute removal. Attribute generalization is implemented by replacing a low-level concept with its corresponding high-level concept.
The core part of this approach is a concept hierarchy, which is a linear tree schema built on each individual and independent domain (attribute), to control concept generalization.
Because such linear structure of a concept hierarchy represents the concepts that are confined to each independent domain, this topology leads to a learning process without the capability of conditional concept generalization. Therefore, it is unable to extract rich knowledge implied in different directions of non-linear concept scheme.
Although some recent improvements have extended to the basic attribute-oriented induction (BAOD approach, they have some shortcomings. For example, rule-based attribute-oriented induction has to invoke a backtracking algorithm to tackle information loss problem, whereas path id generalization has to transform each data values (at a great cost) in databases into its corresponding path id in order to perform generalization on the path id relation instead.
To overcome the above limitations, we propose a non-linear concept schema: Directed Acyclic Concept Graph (DACG), to extend the power in BAOI in order to discover knowledge across multiple domains conditionally. By utilizing graph theory, DACG can be transformed to its equivalent linear concept tree, which is a linear concept schema. Additionally, we also apply functional mappings, which reflect values from multiple domains into their high-level concepts in their codomains, to implement concept generalization. Therefore, our approach overcomes the limitations of BAOI and enriches the spectrum of learned patterns.
Even though a concept learning under a non-linear concept schema is substantially more complicated than under linear concept tree in BAOI, this research shows that our approach is feasible and practical. In addition to presenting the theoretical discussion in this dissertation, our solution has been implemented by both Java JDK1.2 in Oracle 8i under Solaris at Ultra 450 machines and PUSQL in Oracle 8i under Windows 2000 to generalize rich knowledge from live production databases.
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Ku, Wendy April. "Using concept maps to explore the conceptual knowledge of technology students an exploratory study /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1193763566.
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Kring, Eleni. "IMPROVING METACOMPREHENSION AND LEARNING THROUGH GRADUATED CONCEPT MOD." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3282.
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Mental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing metacomprehension. One path aimed at advancing knowledge structure development and, thus, mental model development. The other focused on promoting a deeper level of information processing through processes like elaboration. It was predicted that this iterative approach would culminate in improved metacomprehension and increased learning. Accordingly, using the Graduated Concept Model Development (GCMD) approach, the role of learner-generated concept model development in facilitating metacomprehension and knowledge acquisition was examined. Concept maps have had many roles in the learning process as mental model assessment tools and advanced organizers. However, this study examined the process of concept model building as an effective training tool. Whereas, concept maps functioning as advanced organizers are certainly beneficial, it would seem that the benefits of having a learner examine and amend the current state of their knowledge through concept model development would prove more effective for learning. In other words, learners looking at an advanced organizer of the training material may feel assured that they have a thorough understanding of it. Only when they are forced to create a representation of the material would the gaps and misperceptions in their knowledge base likely be revealed. In short, advanced organizers seem to rely on recognition, where concept model development likely requires recalling and understanding 'how' and 'why' the interrelationships between concepts exist. Therefore, the Graduated Concept Model Development (GCMD) technique offered in this study was based on the theory that knowledge acquisition improves when learners integrate new information into existing knowledge, assign elaborated meanings to concepts, correct misperceptions, close knowledge gaps, and strengthen accurate connections between concepts by posing targeted questions against their existing knowledge structures. This study placed an emphasis on meaningful learning and suggested a process by which newly introduced concepts would be manipulated for the purpose of improving metacomprehension by strengthening accurate knowledge structures and mental model development, and through deeper and elaborated information processing. Indeed, central to improving knowledge deficiencies and misunderstandings is metacomprehension, and the constructing of concepts maps was hypothesized to improve metacomprehension accuracy and, thus, learning. This study was a one-factor between-groups design with concept map type as the independent variable, manipulated at four levels: no concept map, concept map as advanced organizer, learner-built concept map with feedback, and learner-built concept map without feedback. The dependent variables included performance (percent correct) on a declarative and integrative knowledge assessment, mental model development, and metacomprehension accuracy. Participants were 68 (34 female, 34 male, ages 18-35, mean age = 21.43) undergraduate students from a major southeastern university. Participants were randomly assigned to one of the four experimental conditions, and analysis revealed no significant differences between the groups. Upon arrival, participants were randomly assigned to one of the four experimental conditions. Participants then progressed through the three stages of the experiment. In Stage I, participants completed forms regarding informed consent, general biographical information, and task self-efficacy. In Stage II, participants completed the self-paced tutorial based on the Distributed Dynamic Decision Making (DDD) model, a simulated military command and control environment aimed at creating events to encourage team coordination and performance (for a detailed description, see Kleinman & Serfaty, 1989). The manner by which participants worked through the tutorial was determined by their assigned concept map condition. Upon finishing each module of the tutorial, participants then completed a metacomprehension prediction question. In Stage III, participants completed the computer-based knowledge assessment test, covering both declarative and integrative knowledge, followed by the metacomprehension postdiction question. Participants then completed the card sort task, as the assessment of mental model development. Finally, participants completed a general study survey and were debriefed as to the purpose of the study. The entire experiment lasted approximately 2 to 3 hours. Results indicated that the GCMD condition showed a stronger indication of metacomprehension accuracy, via prediction measures, compared with the other three conditions (control, advanced organizer, and feedback), and, specifically, significantly higher correlations than the other three conditions in declarative knowledge. Self-efficacy measures also indicated that the higher metacomprehension accuracy correlation observed in the GCMD condition was likely the result of the intervention, and not due to differences in self-efficacy in that group of participants. Likewise, the feedback and GCMD conditions led to significantly high correlations for metacomprehension accuracy based on levels of understanding on the declarative knowledge tutorial module (Module 1). The feedback condition also showed similar responses for the integrative knowledge module (Module 2). The advanced organizer, feedback, and GCMD conditions were also found to have significantly high correlation of self-reported postdiction of performance on the knowledge assessment and the actual results of the knowledge assessment results. However, results also indicated that there were no significant findings between the four conditions in mental model assessment and knowledge assessment. Nevertheless, results support the relevance of accurate mental model development in knowledge assessment outcomes. Retrospectively, two opposing factors may have complicated efforts to detect additional differences between groups. From one side, the experimental measures may not have been rigorous enough to filter out the effect from the intervention itself. Conversely, software usability issues and the resulting limitations in experimental design may have worked negatively against the two concept mapping conditions and, inadvertently, suppressed effects of the intervention. Future research in the GCMD approach will likely review cognitive workload, concept mapping software design, and the sensitivity of the measures involved.<br>Ph.D.<br>Department of Psychology<br>Arts and Sciences<br>Psychology
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Varshney, Nicole Memorice. "The effects of prior knowledge on concept learning : an issue of function compatibility." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24044.
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This study examines how prior knowledge influences future learning. Although it has been established that prior knowledge does have a strong impact on later learning, it is not clear how this effect manifests itself. Previous research suggests that one way to examine the effects of knowledge on learning is to compare subtasking, that is, dividing a task into subsets, to unstructured learning, or learning "all-at-once". Neural network simulations using the cascade-correlation learning algorithm predict that subtasking facilitates learning when it involves learning a function that is compatible (i.e., logically consistent) with the rest of the task, and hinders learning when it involves learning a function that is incompatible with the rest of the task (Tetewsky, Shultz, & Takane, 1995). Two experiments were conducted to test these predictions using a concept learning task, measuring the number of trials required for participants to correctly classify 16 stimuli, consisting of key images defined by four binary dimensions, into two groups based on a relationship between the stimulus dimensions that was either simple or complex. The results indicated that the simple subtasking condition provides a good example of the effects of function compatibility, in that depending on what regularity participants extract in the first subset, learning of the rest of the task is facilitated or hindered as compared to all-at-once learning. The complex condition shows that some participants extracted a function in the first subset that was compatible with the rest of the task, thus facilitating learning as compared to all-at-once learning. However, for other participants, the knowledge acquired in subtasking is inaccessible in later learning. These findings provide evidence for the psychological validity of the simulations. Implications to part-whole transfer and applications in concept learning research are discussed.
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Distel, Felix. "Learning Description Logic Knowledge Bases from Data Using Methods from Formal Concept Analysis." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-70199.
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Description Logics (DLs) are a class of knowledge representation formalisms that can represent terminological and assertional knowledge using a well-defined semantics. Often, knowledge engineers are experts in their own fields, but not in logics, and require assistance in the process of ontology design. This thesis presents three methods that can extract terminological knowledge from existing data and thereby assist in the design process. They are based on similar formalisms from Formal Concept Analysis (FCA), in particular the Next-Closure Algorithm and Attribute-Exploration. The first of the three methods computes terminological knowledge from the data, without any expert interaction. The two other methods use expert interaction where a human expert can confirm each terminological axiom or refute it by providing a counterexample. These two methods differ only in the way counterexamples are provided.
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Nilsson, Sandra. "Towards a European Space Radiation Risk Model: : Knowledge gaps and risk model concept." Thesis, Luleå tekniska universitet, Rymdteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74116.
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Space travelling within the solar system is expected to expand within the upcoming years, with the Moon and Mars as main targets. These longer space flights results in longer time periods within a complex radiation environment for the astronauts. Dose limits therefore have to be established by space agencies for their respective space workers, to secure maximum safety and as low risks as possible. A radiation model is constructed by many building blocks, ranging from radiobiology to physics. The state of the art of the current models are described in this paper, followed by the uncertainties and knowledge gaps related to the respective space agency’s approach. These mainly include more extensive research of the available data for exposed populations, adapting the inputs to the relevant population, and the choice of risk quantity and track structure models. By focusing on the largest uncertainty contributors, Europe can add importance to this essential research and form a European space radiation model for European space workers.
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Sibanda, Lesley Kudakwashe. "Sustainable development as a threshold concept : an investigation into chemical engineering students' knowledge." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11713.
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Includes abstract.<br>Includes bibliographical references (leaves 82-86).<br>These studies aimed to investigate the sustainability conceptions held by engineering students and to assess their level of knowledge on sustainability concepts. The findings revealed that the level of knowledge is poor and engineering students had varying ideas on what sustainability is.
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Nyikahadzoyi, Maroni Runesu. "Prospective Zimbabwean "A" level mathematics teacher's knowledge of the concept of a function." Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/1833.
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Philosophiae Doctor - PhD<br>The purpose of the study was to investigate prospective 'A' level mathematics teachers’ knowledge of the concept of a function. The study was a case study of six prospective Zimbabwean teachers who were majoring in mathematics with the intention of completing a programme leading to certification as secondary mathematics teachers. At the time of the study the six prospective teachers were in their final year of study. Prospective teachers' knowledge of the concept of a function was assessed through task-based interviews and reflective interviews. These interviews, which were done over a period of three months, were structured to capture the prospective teachers' subject matter knowledge and pedagogical content knowledge for teaching the concept of a function. The interviews were also meant to capture the prospective teachers' underlining pedagogical reasons for their choices of the examples, representations and teaching approaches when planning to teach the concept. As part of the study a theoretical framework for understanding prospective teachers' knowledge of the concept of a function was developed. The framework, which was developed, was used as an analytical tool in analyzing prospective teacher’s knowledge of the concept of a function. The results of the study indicated that the prospective teachers had a process conception of a function although some of them had given a set-theoretic definition of a function in which a function is perceived as a mathematical object. They also confined the notion of a function to sets of real numbers. Functions defined on other mathematical objects (for example, the differential operator and the determinant function) were not considered as functions by five of the six prospective teachers.<br>South Africa
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Munjulury, Raghu Chaitanya. "Knowledge-Based Integrated Aircraft Design : An Applied Approach from Design to Concept Demonstration." Doctoral thesis, Linköpings universitet, Fluida och mekatroniska system, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-137646.
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The design and development of new aircraft are becoming increasingly expensive and timeconsuming. To assist the design process in reducing the development cost, time, and late design changes, the conceptual design needs enhancement using new tools and methods. Integration of several disciplines in the conceptual design as one entity enables to keep the design process intact at every step and obtain a high understanding of the aircraft concepts at early stages. This thesis presents a Knowledge-Based Engineering (KBE) approach and integration of several disciplines in a holistic approach for use in aircraft conceptual design. KBE allows the reuse of obtained aircrafts’ data, information, and knowledge to gain more awareness and a better understanding of the concept under consideration at early stages of design. For this purpose, Knowledge-Based (KB) methodologies are investigated for enhanced geometrical representation and enable variable fidelity tools and Multidisciplinary Design Optimization (MDO). The geometry parameterization techniques are qualitative approaches that produce quantitative results in terms of both robustness and flexibility of the design parameterization. The information/parameters from all tools/disciplines and the design intent of the generated concepts are saved and shared via a central database. The integrated framework facilitates multi-fidelity analysis, combining low-fidelity models with high-fidelity models for a quick estimation, enabling a rapid analysis and enhancing the time for a MDO process. The geometry is further propagated to other disciplines [Computational Fluid Dynamics (CFD), Finite Element Analysis (FEA)] for analysis. This is possible with an automated streamlined process (for CFD, FEM, system simulation) to analyze and increase knowledge early in the design process. Several processes were studied to streamline the geometry for CFD. Two working practices, one for parametric geometry and another for KB geometry are presented for automatic mesh generation. It is observed that analytical methods provide quicker weight estimation of the design and when coupled with KBE provide a better understanding. Integration of 1-D and 3-D models offers the best of both models: faster simulation, and superior geometrical representation. To validate both the framework and concepts generated from the tools, they are implemented in academia in several courses at Linköping University and in industry
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Still, K. (Kaisa). "Mobile technology for interest-based communities: concept design with a knowledge-based approach." Doctoral thesis, University of Oulu, 2009. http://urn.fi/urn:isbn:9789514260605.
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Abstract This research provides a glimpse into the fast-evolving world of mobile technology and maybe even faster evolving world of communities. The communities of this research are about voluntary activities, centered around an interest or hobby, and are technologically mediated. Traditionally they have used computers for their communication and collaborative activities, but the advances of mobile technology as well as its availability are seen to offer novel opportunities for them. The premise of this research is seeing technology as basis for supporting new ways of interactions, through responding to user needs, hence leaning on the tradition of human-computer interaction and user-centered design. The research comprised of an extensive literature review geared toward understanding of these new forms of communities and their technology, as well as toward understanding how to design for them. Both supported case-study approach of this study, which addressed the designing for virtual stable community and birdwatcher community, and resulted in a concept of a dedicated mobile device (for the virtual stable community), and understanding of the importance of integrated technologies (for the bird watcher community). These results were further developed into new propositions for design criteria, overall providing a fresh perspective toward designing mobile technology. Within this research, design was seen as a social activity, where participants communicate and share their knowledge. Getting relevant, appropriate and useful knowledge from users was therefore imperative for this research. Towards this end, a new online method for user involvement called web based storytelling was developed. Furthermore, emphasis was placed on understanding the concept design process with concepts and theories from knowledge management. The nature of knowledge (tacit/explicit and context-specific) as well as knowledge processes of users and designers and their linkages were introduced and systematically used and interpreted toward improving the concept design process<br>Tiivistelmä Tämä tutkimus tarjoaa katsauksen mobiiliteknologian nopeasti kehittyvään maailmaan ja ehkä vielä nopeammin kehittyvään yhteisöjen maailmaan. Tutkimuskohteena ovat vapaaehtoiset harrasteyhteisöt. Perinteisesti nämä yhteisöt ovat käyttäneet tietokoneita ja Internettiä toimintaansa, mutta uudet mobiilit laitteet ja niihin liittyvät teknologiat tarjoavat heille mielenkiintoisia mahdollisuuksia. Tutkimuksen lähtökohtana ovatkin uuden teknologian tarjoamat mahdollisuudet yhteisöjen jäsenille ja näiden käyttäjälähtöinen suunnittelu. Tutkimuksessa esitetään laaja kirjallisuuskatsaus sekä uusien yhteisöjen ja niiden teknologioiden ymmärtämiseen, että konseptisuunnitteluprosessin käyttäjälähtöisyyteen. Niiden avulla suoritettiin case-tutkimus, jonka tuloksena syntyi mobiililaitteen konseptiversio virtuaalitalliyhteisölle ja kuvaus kommunikointiteknologioiden integroinnista lintubongariyhteisölle. Nämä jalostuivat mobiiliteknologian konseptisuunnittelua ohjaaviksi kriteereiksi, mitkä tuovat uutta, yhteisöllisyyttä korostavaa näkökulmaa suunnitteluprosessiin. Suunnitteluprosessi käsitettiin tässä tutkimuksessa sosiaalisena toimintona, missä osallistujat kommunikoivat ja jakavat sekä tietojaan että tietämystään. Tarvittavan, oikean ja hyödyllisen käyttäjätiedon merkityksellisyys tutkimuksessa tuotti yhtenä tutkimuksen tuloksena uuden käyttäjätutkimusmenetelmän (verkkopohjainen tarinankerronta). Kaikenkaikkiaan tutkimuksen kantavana voimana oli tietopohjainen lähestymistapa suunnitteluprosessiin, mikä tarkoitti suunnitteluprosessin ymmärtämistä tietojohtamisprosessina ja tulkitsemista tietojohtamisen käsitteiden kautta. Tiedon ominaisuuksien (hiljainen/eksplisiittinen ja kontekstisidonnaisuus) sekä käyttäjien ja suunnittelijoiden tietoprosessien yhteyksien systemaattisen käytön nähtiin parantavan konseptisuunnitteluprosessia
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Hughes, Frank J. Kendall Steven C. "An implementation of REpresentation and MAintenance of Process knowledge (REMAP model in the knowledge-based software assistant concept demonstration system /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA273207.
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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1993.<br>Thesis advisor(s): B. Ramesh ; Roger Stemp. "September 1993." Includes bibliographical references. Also available online.