To see the other types of publications on this topic, follow the link: Conceptual reasoning.
Dissertations / Theses on the topic 'Conceptual reasoning'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Conceptual reasoning.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Nowak, Krzysztof Zbigniew. "Conceptual reasoning : belief, multiple agents and preference /." Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phn946.pdf.
Full text
2
Degirmenci, Yilmaz. "Reasoning by analogy using holographic conceptual projection." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02sep%5FDegirmenci.pdf.
Full text
3
Meisel, Helmut. "Ontology representation and reasoning : a conceptual level approach." Thesis, University of Aberdeen, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420216.
Full textAbstract:
Ontologies play a key role in many areas of Computing Science, such as Information Retrieval, Knowledge Management, and Knowledge Engineering. However, Ontology development and maintenance is a challenging task that is currently not very well supported by software tools. Most existing ontology editors cannot provide the kind of automated reasoning support that is required for the verification and for the validation of ontologies. More concretely, such an automated support should (i) check the ontology consistency and (ii) suggest possible enhancements to the ontology taxonomy. Description Logic engines compute the kind of inferences that are useful for an automated ontology verification and validation but are not suitable for all ontology representation languages. More concretely, the semantics of Description Logics is based on the Open World Assumption, whereas the semantics of some ontology representation languages is based on the Closed World Assumption. Furthermore, the knowledge model of Description Logics is derived from Frame-based knowledge representation. Therefore Description Logics lack some modelling primitives necessary to express knowledge that can be represented with conceptual modelling languages. On the other hand, conceptual modelling languages (i) do not have the same expressive power as Frame-based ontology languages and (ii) no reasoners are available for automated reasoning with these languages. Hence, this thesis introduces the Conceptual Knowledge Modelling Language (CKML) and proposes an approach for the verification and validation of CKML ontologies. Rather than developing a special-purpose reasoning algorithm for CKML, we investigate how Description Logic engines can be used for this task. This approach can also be applied to a language that describes database schemas specified with the Enhanced Entity-Relationship model.
4
Croitoru, Madalina. "Conceptual graphs at work : efficient reasoning and applications." Thesis, University of Aberdeen, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439993.
Full textAbstract:
This thesis describes original research in the field of knowledge representation and reasoning by presenting novel extensions to the Conceptual Graph formalism which increase their reasoning capabilities and conceptual modelling applicability in Artificial Intelligence. Conceptual Graphs benefit from graph-based reasoning mechanisms, plug-in capabilities over existing data structures and good visualization capabilities. These advantages have to be adapted for an information era where quick results and representation versatility are essential for successful frameworks. This thesis will show how to extend Conceptual Graphs as a knowledge representation and reasoning formalism to address these needs. We claim that this extension has to focus on both semantic and syntactic aspects. More precisely we improve existing reasoning algorithms and propose Conceptual Graphs extensions that allow for the representation of hierarchical knowledge and concurrent, interrelated events. Our work is evaluated theoretically. We highlight new polynomial instances for the NP-complete problem of projection checking (the main reasoning mechanism for Conceptual Graphs). We demonstrate the soundness and completeness of our proposed extensions. We show how our extensions can be successfully employed for conceptual modelling.
5
Banerjee, S. "Conceptual structures in experience bases and analogical reasoning." Thesis, University of Bristol, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279797.
Full text
6
Brown, Kenneth N. "Conceptual geometric reasoning in artificial intelligence and engineering." Thesis, University of Bristol, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337201.
Full text
7
Flanagan, Gregory M. "Conceptual Requirement Validation for Architecture Design Systems." DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/653.
Full textAbstract:
Computer-aided architectural design (CAAD) programs represent architectural design at a low level of spatial abstraction. While this representation model allows CAAD programs to capture the precise spatial characteristics of a design, it means that CAAD programs lack the underlying computational apparatus necessary to reason about design at a conceptual level.
This thesis is a first step towards building a framework that bridges the gap between the conceptual aspects of a design and its low level CAAD-based spatial representation. Specifically, this thesis presents a new framework, referred to as the Conceptual Requirements Reasoner (CRR), which provides an architect with a framework to validate conceptual design requirements. The CRR will demonstrate how qualitative spatial representation and reasoning techniques can be used as the link between a design's conceptual requirements and its underlying quantitative spatial representation.
A museum case study is presented to demonstrate the application of the CRR in a real world design context. It introduces a set of museum design requirements identified in research and shows how these requirements can be validated using the CRR. The results of the case study shows that the CRR is an effective tool for conceptual requirements reasoning.
8
Vinney, John Edward. "Function based techniques for assisting engineering conceptual design." Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387937.
Full textAbstract:
The basic concept of this work is that functional modelling techniques are applicable to and of practical use in, producing a qualitative model of conceptual engineering design. A qualitative function based model of conceptual design has been developed and a computer based implementation has been built and tested. The rationale behind the modelling scheme and the computer implementation are described in detail. In addition to a review of existing models of design the research provides a significant new capability in four main areas: • An ability to generate new concepts with a controlled degree of similarity to existing designs. • A new function based model of engineering conceptual design. • The COncept Design ASsistant (CODAS) system, a computer based implementation of the function based model, has been developed and tested. • A new symbolic representation language. CODAS is a hybrid case-based and function-based modelling system, implemented in the domain of mechanical device design, which demonstrates the practical application of this new model. The CODAS system aims to provide a design support tool which can invent both routine and novel devices based on experience gained from past successful design solutions. Fast and efficient data handling is achieved by utilizing Case Based Reasoning (CBR) technology to store and retrieve past design solutions which are defined in terms of a symbolic representation language. The underlying design model is function based and employs a technique of divergent function to form mapping to produce physical embodiments of the proposed functional solutions.
9
Kahn, Sami. "A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5513.
Full textAbstract:
Scientific literacy is concerned with the informed citizens' ability to negotiate scientifically-related societal issues. The suite of skills necessary to negotiate these complex issues is referred to as Socioscientific Reasoning (SSR). SSR requires, among other things, perspective-taking abilities in order to consider the multi-faceted nature of these open-ended, debatable socioscientific issues (SSI). Developing interventions and instruments to foster and measure perspective taking in support of SSR is therefore critical to the promotion of functional scientific literacy through both research and practice. Although widely studied in many disciplines, perspective taking is a particularly tangled construct that has been used to describe a range of activities representing different psychological domains and applied interchangeably with related constructs such as role taking, empathy, and theory of mind. This ambiguity makes it difficult to ensure construct validity and prevents science education researchers from honing in on the precise skills they wish to study and promote. To clarify the construct of perspective taking, this study undertook a conceptual analysis to operationalize perspective taking, drawing comparisons and distinctions between it and related constructs. Further, by applying a method known as conception development, perspective taking was positioned in the context of SSR, particularly as it relates to moral development, in order to devise a more precise construct relating perspective taking to SSR called socioscientific perspective taking (SSPT). It is asserted that SSPT requires engagement with others or their circumstances, an etic/emic shift, and a moral context comprised of reflective and reflexive judgment. Finally, in order to identify promising interventions for promoting SSPT in the science classroom, the newly-developed SSPT construct was applied to a series of extensively researched curricular frameworks that promote perspective taking in three non-science disciplines including historical empathy (social studies education), method acting (theater education), and autism intervention (special education). The aim of this theoretical inquiry was to translate successful perspective-taking interventions into SSI contexts, yielding an array of promising approaches for fostering SSPT while assessing the feasibility of each of these fields as potential sources for novel and expansive work in SSI to promote scientific literacy. Implications for science education research and practice are discussed.
10
Jensen, Jessica L. "Teachers' use of reasoning-based questions in procedural and conceptual lessons." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5522.
Full textAbstract:
Recent research shows that teachers’ level of Mathematical Knowledge for Teaching (MKT) and their beliefs about teaching and learning effect teaching practices and student achievement. Higher levels of MKT typically lead to more effective teaching abilities in terms of helping students make meaning of mathematical concepts, but beliefs seem to be a mediating factor in this relationship. One specific teaching practice that can help guide students through this meaning making is questioning. Although it is known that MKT and beliefs play an important role in outcomes of teacher practices, the effects of these factors on teachers’ ability to ask meaningful questions have not yet been explored. This mixed methods study uses descriptive data of teachers’ questioning patterns with a cross-case analysis of five elementary mathematics teachers to investigate how the nature of elementary teachers’ questioning changes between procedural and conceptual mathematics lessons, and how teachers’ level of MKT and their beliefs about teaching and learning aid in or inhibit their ability to ask questions that engage students in mathematical reasoning and sense making. High levels of alignment with rule-based beliefs about teaching mathematics were found to be a major inhibitor to teachers’ ability to ask meaningful questions in the classroom. While high MKT is helpful in creating reasoning-based dialogue in the classroom, high rule-based beliefs limit the potential effects of high MKT on teacher questioning practices. Relationships between MKT, beliefs, and questioning are further dissected, and implications for teacher development efforts are discussed.
11
Guthormsen, Amy. "Conceptual integration of mathematical and semantic knowledge /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8995.
Full text
12
Ramey, James M., and Bethany Flora. "Computer-based Pedagogical Tools, Conceptual Reasoning Ability, and Statistical Understanding: A Literature Review." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3025.
Full text
13
Ekelöf, Sofie, and Nathalie Lindberg. "The Strategic side of Global Talent Management : Thematic literature review with a conceptual reasoning." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95272.
Full textAbstract:
Today's organizations face a global talent shortage, where they struggle to find and develop the talents needed to gain a competitive advantage in the global labor market. The war for talent has shifted from a national to a global scale, affecting organizations Human Resource Management strategies. As a result, scholars argue that the implementation of Global Talent Management (GTM) in the organization's business strategy can facilitate the work by gaining a competitive advantage. Due to globalization, organizations face rapidly changing global environments, affecting the strategies of GTM. The specific contribution from this study is to examine the relevance of the internal drivers affecting GTM, identified by Tarique and Schuler in 2010 as regiocentrism, international strategic alliances, and required competencies, for future research and practical implementations. The findings declare that although the framework from 2010 still is relevant in some aspects, globalization has led to new internal drivers being presented in current literature. New aspects as defining a talent philosophy, adopting an alternative employment arrangement and developing an attractive employer branding have been identified as important internal drivers within GTM. These drivers are described and presented in a conceptual model, developed from the framework by Tarique and Schuler (2010).
14
Queralt, Calafat Anna. "Validation of UML conceptual schemas with OCL constraints and operations." Doctoral thesis, Universitat Politècnica de Catalunya, 2009. http://hdl.handle.net/10803/6665.
Full textAbstract:
Per tal de garantir la qualitat final d'un sistema d'informació, és imprescindible que l'esquema conceptual que representa el coneixement sobre el seu domini i les funcions que ha de realitzar sigui semànticament correcte.La correctesa d'un esquema conceptual es pot veure des de dues perspectives. Per una banda, des del punt de vista de la seva definició, determinar la correctesa d'un esquema conceptual consisteix en respondre la pregunta "És correcte l'esquema conceptual?". Aquesta pregunta es pot respondre determinant si l'esquema satisfà certes propietats, com satisfactibilitat, no redundància o executabilitat de les seves operacions.D'altra banda, des de la perspectiva dels requisits que el sistema d'informació ha de satisfer, l'esquema conceptual no només ha de ser correcte sinó que també ha de ser el correcte. Per tal d'assegurar-ho, el dissenyador necessita algun tipus de guia i ajut durant el procés de validació, de manera que pugui entendre què està representant l'esquema exactament i veure si es correspon amb els requisits que s'han de formalitzar.En aquesta tesi presentem una aproximació que millora els resultats de les propostes anteriors adreçades a validar un esquema conceptual en UML, amb les restriccions i operacions formalitzades en OCL. La nostra aproximació permet validar un esquema conceptual tant des del punt de vista de la seva definició com de la seva correspondència amb els requisits.La validació es porta a terme mitjançant un conjunt de proves que s'apliquen a l'esquema, algunes de les quals es generen automàticament mentre que d'altres són definides ad-hoc pel dissenyador. Totes les proves estan formalitzades de tal manera que es poden tractar d'una manera uniforme,independentment de la propietat específica que determinen.La nostra proposta es pot aplicar tant a un esquema conceptual complet com només a la seva part estructural. Quan es pretén validar només la part estructural d'un esquema, oferim un conjunt de condicions que permeten determinar si qualsevol prova de validació que es pugui fer sobrel'esquema acabarà en temps finit. Per aquells casos en els quals aquestes condicions de terminació se satisfan, també proposem un procediment de raonament sobre l'esquema que s'aprofita d'aquest fet i és més eficient que en el cas general. Aquesta aproximació permet validar esquemes conceptuals molt expressius, assegurant completesa i decidibilitat al mateix temps.Per provar la factibilitat de la nostra aproximació, hem implementat el procés de validació complet per a la part estructural d'un esquema. A més, per a la validació d'un esquema conceptual que inclou la definició del comportament, hem implementat el procediment de raonament estenent un mètode existent.To ensure the quality of an information system, it is essential that the conceptual schema that represents the knowledge about its domain and the functions it has to perform is semantically correct.The correctness of a conceptual schema can be seen from two different perspectives. On the one hand, from the point of view of its definition, determining the correctness of a conceptual schema consists in answering to the question "Is the conceptual schema right?". This can be achieved by determining whether the schema fulfills certain properties, such as satisfiability, non-redundancy or operation executability.On the other hand, from the perspective of the requirements that the information system should satisfy, not only the conceptual schema must be right, but it also must be the right one. To ensure this, the designer must be provided with some kind of help and guidance during the validation process, so that he is able to understand the exact meaning of the schema and see whether it corresponds to the requirements to be formalized.In this thesis we provide an approach which improves the results of previous proposals that address the validation of a UML conceptual schema, with its constraints and operations formalized in OCL. Our approach allows to validate the conceptual schema both from the point of view of its definition and of its correspondence to the requirements.The validation is performed by means of a set of tests that are applied to the schema, including automatically generated tests and ad-hoc tests defined by the designer. All the validation tests are formalized in such a way that they can be treated uniformly, regardless the specific property they allow to test.Our approach can be either applied to a complete conceptual schema or only to its structural part. In case that only the structural part is validated, we provide a set of conditions to determine whether any validation test performed on the schema will terminate. For those cases in which these conditions of termination are satisfied, we also provide a reasoning procedure that takes advantage of this situation and works more efficiently than in the general case. This approach allows the validation of very expressive schemas and ensures completeness and decidability at the same time. To show the feasibility of our approach, we have implemented the complete validation process for the structural part of a conceptual schema.Additionally, for the validation of a conceptual schema with a behavioral part, the reasoning procedure has been implemented as an extension of an existing method.
15
Queralt, Anna. "Validation of UML conceptual schemas with OCL constraints and operations." Doctoral thesis, Universitat Politècnica de Catalunya, 2009. http://hdl.handle.net/10803/6665.
Full textAbstract:
Per tal de garantir la qualitat final d'un sistema d'informació, és imprescindible que l'esquema conceptual que representa el coneixement sobre el seu domini i les funcions que ha de realitzar sigui semànticament correcte.La correctesa d'un esquema conceptual es pot veure des de dues perspectives. Per una banda, des del punt de vista de la seva definició, determinar la correctesa d'un esquema conceptual consisteix en respondre la pregunta "És correcte l'esquema conceptual?". Aquesta pregunta es pot respondre determinant si l'esquema satisfà certes propietats, com satisfactibilitat, no redundància o executabilitat de les seves operacions.
D'altra banda, des de la perspectiva dels requisits que el sistema d'informació ha de satisfer, l'esquema conceptual no només ha de ser correcte sinó que també ha de ser el correcte. Per tal d'assegurar-ho, el dissenyador necessita algun tipus de guia i ajut durant el procés de validació, de manera que pugui entendre què està representant l'esquema exactament i veure si es correspon amb els requisits que s'han de formalitzar.
En aquesta tesi presentem una aproximació que millora els resultats de les propostes anteriors adreçades a validar un esquema conceptual en UML, amb les restriccions i operacions formalitzades en OCL. La nostra aproximació permet validar un esquema conceptual tant des del punt de vista de la seva definició com de la seva correspondència amb els requisits.
La validació es porta a terme mitjançant un conjunt de proves que s'apliquen a l'esquema, algunes de les quals es generen automàticament mentre que d'altres són definides ad-hoc pel dissenyador. Totes les proves estan formalitzades de tal manera que es poden tractar d'una manera uniforme,independentment de la propietat específica que determinen.
La nostra proposta es pot aplicar tant a un esquema conceptual complet com només a la seva part estructural. Quan es pretén validar només la part estructural d'un esquema, oferim un conjunt de condicions que permeten determinar si qualsevol prova de validació que es pugui fer sobre
l'esquema acabarà en temps finit. Per aquells casos en els quals aquestes condicions de terminació se satisfan, també proposem un procediment de raonament sobre l'esquema que s'aprofita d'aquest fet i és més eficient que en el cas general. Aquesta aproximació permet validar esquemes conceptuals molt expressius, assegurant completesa i decidibilitat al mateix temps.
Per provar la factibilitat de la nostra aproximació, hem implementat el procés de validació complet per a la part estructural d'un esquema. A més, per a la validació d'un esquema conceptual que inclou la definició del comportament, hem implementat el procediment de raonament estenent un mètode existent.
To ensure the quality of an information system, it is essential that the conceptual schema that represents the knowledge about its domain and the functions it has to perform is semantically correct.
The correctness of a conceptual schema can be seen from two different perspectives. On the one hand, from the point of view of its definition, determining the correctness of a conceptual schema consists in answering to the question "Is the conceptual schema right?". This can be achieved by determining whether the schema fulfills certain properties, such as satisfiability, non-redundancy or operation executability.
On the other hand, from the perspective of the requirements that the information system should satisfy, not only the conceptual schema must be right, but it also must be the right one. To ensure this, the designer must be provided with some kind of help and guidance during the validation process, so that he is able to understand the exact meaning of the schema and see whether it corresponds to the requirements to be formalized.
In this thesis we provide an approach which improves the results of previous proposals that address the validation of a UML conceptual schema, with its constraints and operations formalized in OCL. Our approach allows to validate the conceptual schema both from the point of view of its definition and of its correspondence to the requirements.
The validation is performed by means of a set of tests that are applied to the schema, including automatically generated tests and ad-hoc tests defined by the designer. All the validation tests are formalized in such a way that they can be treated uniformly, regardless the specific property they allow to test.
Our approach can be either applied to a complete conceptual schema or only to its structural part. In case that only the structural part is validated, we provide a set of conditions to determine whether any validation test performed on the schema will terminate. For those cases in which these conditions of termination are satisfied, we also provide a reasoning procedure that takes advantage of this situation and works more efficiently than in the general case. This approach allows the validation of very expressive schemas and ensures completeness and decidability at the same time.
To show the feasibility of our approach, we have implemented the complete validation process for the structural part of a conceptual schema.
Additionally, for the validation of a conceptual schema with a behavioral part, the reasoning procedure has been implemented as an extension of an existing method.
16
Kilic, Ozkan. "Cognitive Aspects Of Conceptual Modeling Diagrams: An Experimental Study." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608849/index.pdf.
Full textAbstract:
This thesis is about diagrammatic reasoning and error-finding in conceptual modeling diagrams. Specifically, the differences of the cognitive strategies and behaviors of notation-familiar participants versus domain-familiar participants working on conceptual modeling diagrams are inspected. The domain-familiar participants are experienced in the topic being represented, but they do not have any formal training in software development representations. On the other hand, the notation-familiar participants are educated in software representations, but unfamiliar with the topic represented. The main experiment and the follow-up experiment also aim to study how some properties of diagrams affect the error-finding behaviors. The participant groups&rsquoperformances in the main experiment are investigated and compared by the analysis of verbal protocol data and eye movement data. The combination of the two different methods enhances detailed analyses. In the follow-up experiment, only eye movement data is involved to evaluate how some properties of diagrams affect problem-solving. By means of both experiments, it is concluded that diagrammatic complexity has a negative effect on reasoning whereas the degree of causal chaining improves diagrammatic reasoning. In the main experiment, some differences in the diagrammatic reasoning processes between the groups are observed, too. The notation-familiar participants are observed to be more successful in error-finding although they are unfamiliar with the topic. This study underlines the interaction of cognitive science and software engineering by integrating eye movement data, verbal protocol analysis and performance data into the cognitive inspection of software engineering notations.
17
Flemming, Timothy M. "An Analogical Paradox for Nonhuman Primates: Bridging the Perceptual-Conceptual Gap." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/74.
Full textAbstract:
Over the past few decades, the dominant view by comparative psychologists of analogical reasoning in nonhuman primates was one of dichotomy between apes, including humans, and monkeys: the distinction between the analogical ape and paleological monkey (Thompson & Oden, 2000). Whereas evidence for analogy proper by representation reinterpretation in monkeys is sparse and debated, the gap between that which is analogic and paleologic has been narrowed by the studies presented here. Representation of relational concepts important for analogy proves difficult for rhesus and capuchin monkeys without the ability to rely on a greater amount of perceptual variability, implicating a perceptually-bound predisposition in problem-solving (Chapters 2-3). A shift in attention from perceptual features to abstract concepts for employment in relational matching is again difficult, but not impossible given cognitive incentive in the form of differential outcomes to refocus attention on conceptual properties (Chapter 4). Finally, chimpanzees unlike monkeys appear more apt to reason by analogy, perhaps due to a more default conceptual focus (Chapter 5). Taken together, these studies provide an account for the emergence of analogical reasoning skills throughout the primate lineage in contrast to views regarding analogy a hallmark of human intelligence.
18
Lamm, Millard, and David K. Pugalee. "Elementary Students’ Construction of Proportional Reasoning Problems: Using Writing to Generalize Conceptual Understanding in Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80517.
Full textAbstract:
This study engaged fourth and fifth graders in solving a set of proportional tasks with focused discussion and concept development by the teacher. In order to understand the students’ ability to generalize the concept, they were asked to write problems that reflected the underlying concepts in the tasks and lessons. A qualitative analysis of the student generated problems
show that the majority of the students were able to generalize the concepts. The analysis allowed for a discussion of problems solving approaches and a rich description of how students applied multiplicative reasoning in composing mathematics problems. These results are couched in a discussion of how the students solved the proportional reasoning tasks.
19
Peters, Michael. "The development of a semantic model for the interpretation of mathematics including the use of technology." Thesis, University of Plymouth, 2010. http://hdl.handle.net/10026.1/292.
Full textAbstract:
The semantic model developed in this research was in response to the difficulty a group of mathematics learners had with conventional mathematical language and their interpretation of mathematical constructs. In order to develop the model ideas from linguistics, psycholinguistics, cognitive psychology, formal languages and natural language processing were investigated. This investigation led to the identification of four main processes: the parsing process, syntactic processing, semantic processing and conceptual processing. The model showed the complex interdependency between these four processes and provided a theoretical framework in which the behaviour of the mathematics learner could be analysed. The model was then extended to include the use of technological artefacts into the learning process. To facilitate this aspect of the research, the theory of instrumentation was incorporated into the semantic model. The conclusion of this research was that although the cognitive processes were interdependent, they could develop at different rates until mastery of a topic was achieved. It also found that the introduction of a technological artefact into the learning environment introduced another layer of complexity, both in terms of the learning process and the underlying relationship between the four cognitive processes.
20
Borba, Rute Elizabete de Souza Rosa. "The effect of number meanings, conceptual invariants and symbolic representations on children's reasoning about directed numbers." Thesis, Oxford Brookes University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247603.
Full text
21
Matloob, Haghanikar Mojgan. "Exploring students’ patterns of reasoning." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13646.
Full textAbstract:
Doctor of PhilosophyDepartment of Physics
Dean Zollman
As part of a collaborative study of the science preparation of elementary school teachers, we investigated the quality of students’ reasoning and explored the relationship between sophistication of reasoning and the degree to which the courses were considered inquiry oriented. To probe students’ reasoning, we developed open-ended written content questions with the distinguishing feature of applying recently learned concepts in a new context. We devised a protocol for developing written content questions that provided a common structure for probing and classifying students’ sophistication level of reasoning. In designing our protocol, we considered several distinct criteria, and classified students’ responses based on their performance for each criterion. First, we classified concepts into three types: Descriptive, Hypothetical, and Theoretical and categorized the abstraction levels of the responses in terms of the types of concepts and the inter-relationship between the concepts. Second, we devised a rubric based on Bloom’s revised taxonomy with seven traits (both knowledge types and cognitive processes) and a defined set of criteria to evaluate each trait. Along with analyzing students’ reasoning, we visited universities and observed the courses in which the students were enrolled. We used the Reformed Teaching Observation Protocol (RTOP) to rank the courses with respect to characteristics that are valued for the inquiry courses. We conducted logistic regression for a sample of 18 courses with about 900 students and reported the results for performing logistic regression to estimate the relationship between traits of reasoning and RTOP score. In addition, we analyzed conceptual structure of students’ responses, based on conceptual classification schemes, and clustered students’ responses into six categories. We derived regression model, to estimate the relationship between the sophistication of the categories of conceptual structure and RTOP scores. However, the outcome variable with six categories required a more complicated regression model, known as multinomial logistic regression, generalized from binary logistic regression. With the large amount of collected data, we found that the likelihood of the higher cognitive processes were in favor of classes with higher measures on inquiry. However, the usage of more abstract concepts with higher order conceptual structures was less prevalent in higher RTOP courses.
22
Asikgil, Mert. "Conceptual Quantity Modeling Of Single Span Highway Bridges By Regression, Neural Networks And Case Based Reasoning Methods." Thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614348/index.pdf.
Full textAbstract:
Conceptual estimation techniques play an important role in determining the approximate costs of construction projects especially during feasibility stages. Moreover, pre-design estimates are also crucial for the contractors. With the help of the conceptual predictions companies can determine approximate project costs and can gain several advantages before tendering phase.
The main objective of this thesis is to focus on modeling of quantities instead of costs and to develop quantity take-off models for pre-design cost estimation of bridge projects. Majority of the existing studies focus on modeling of costs for conceptual cost estimation. This study includes modeling of the quantity take off items in a specific single span highway bridge using three different techniques namely, linear regression, neural network and case based reasoning. During this study 40 single span highway bridge projects whose owner is Republic of Turkey General Directorate of Railways, Ports and Airports Constructions were investigated and models for each work item were developed. Then by integrating the quantity take off estimations with unit costs, total project costs were calculated. As a result by evaluating the prediction performance of the models, comparison of the methods was achieved. Results are discussed along with the advantages of the proposed method for conceptual cost estimation of bridge projects.
23
Atas, Sait. "Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38935.
Full textAbstract:
This study assessed the knowledge structure of undergraduate participants related to previously determined critical concepts of Analysis of Variance (ANOVA) by using Pathfinder networks. Three domain experts’ knowledge structures regarding the same concepts were also elicited and averaged to create a referent knowledge structure. The referent knowledge structure served as a basis for formative feedback. Then, each participant’s knowledge structure was compared with the referent structure to identify common, missing, and extraneous links between the two networks. Each participant was provided with individualized written and visual, and multi-media feedback through an online Concept Mapping tool based on the principals of formative assessment and feedback in an attempt to increase their conceptual knowledge of ANOVA.
The study was conducted with 67 undergraduate participants from a mid-size university in the United States. Participants completed two data collection tools related to the critical concepts of ANOVA. Later, three different types of feedback around the critical concepts were given to participants in three stages. First, each participant was given visual feedback as a result of the comparison between their own knowledge structures and the referent knowledge structure to highlight similarities and differences between the two. Then, participants were provided with individualized written and multi-media feedback to emphasize conceptual understanding behind ANOVA procedures. This procedure was followed by the re-assessment of participants’ reasoning ability related to ANOVA and knowledge structures related to critical concepts to measure the effect of the intervention.
Results suggest that participants both in control and intervention groups had the same level of statistics experience and anxiety before this study indicating that randomization of participants into two different groups was successful. Moreover, women participants reported a statistically significant higher level of statistics anxiety than men, however, it seems that this small difference did not limit their ability to perform required statistical tasks. Further, findings revealed that participants’ conceptual knowledge related to critical concepts of ANOVA increased significantly after the individualized feedback. However, the increase in the conceptual understanding did not help participants to transform this knowledge into more formal understanding related to procedures underlying ANOVA. Moreover, even though, previous similar studies suggest that participants are consistent in using a single strategy for making inferential reasoning across datasets, in the present study, qualitative data analysis revealed that statistics learners demonstrate diverse patterns of inferential reasoning strategies when they were provided with different size of datasets each with varying amount of variability. As a result, findings support the use of an extended framework for describing and measuring the development of participants’ reasoning ability regarding consideration of variation in statistics education.
24
Zhao, Wang. "Domain knowledge transformation (DKT) for conceptual design of mechanical systems /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841351.
Full text
25
Spinato, Hunter Julie. "The Effects of Graphing Calculator use on High-School Students' Reasoning in Integral Calculus." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1346.
Full textAbstract:
This mixed-method study investigated the impact of graphing calculator use on high school calculus students' reasoning skills through calculus problems when applying to concepts of the definite integral and its applications. The study provides an investigation of the effects on reasoning when graphing calculators are used, since it is proposed that, through reasoning, conceptual understanding can be achieved. Three research questions were used to guide the study: (1) Does the use of the graphing calculator improve high school calculus students' reasoning ability in calculus problems applying the definite integral? (2) In what specific areas of reasoning does use of the graphing calculator seem to be most and least effective? and (3) To what extent can students who have used the graphing calculator demonstrate ability to solve problems using pencil and paper methods? The study included a quantitative, quasi-experimental component and a qualitative component. Results of the quantitative and qualitative analysis indicate that (1) graphing calculators had a positive impact upon students' reasoning skills (2) graphing calculators were most effective in the areas of initiating a strategy and monitoring progress (3) students' reasoning skills were most improved when graphing calculators were used together with the analytic approach during both instruction and testing and (4) students who used the graphing calculator performed equally as well in all elements of reasoning as those who used pencil and paper to solve problems.
26
Gusaitė, Milda. "Ranka pieštų eskizų dinaminė analizė ir gražinimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060529_182743-87575.
Full textAbstract:
Sketching is an important part of creativity process and is used in the design disciplines, concerned with making physical form: mechanical and civil engineering, graphic design, and architecture and physical planning. Almost all designers still begin the design process by sketching their ideas before transferring them to the computer. This helps designers to express nascent ideas fast and naturally and to speed up visual problem solving. Moreover, the importance of sketching in design has been recognized emphasizing that initial drawing allows creative freedom. The sketches represent a rough semblance and functionality of the system and can be essential to understanding the reasoning behind a design. Furthermore, sketching activity makes designers to interact with their sketches, examine all alternative possibilities and explore design solutions in their minds during drawing. This important part of design, which supports ambiguity, imprecision and incremental formalization of ideas as well as rapid exploration of alternatives, is still performed by engineers with the help of paper and pencil.
Despite praxis and fondness of natural interface provided by paper, sketching on paper has its own limitations. The main disadvantage of sketching on paper is that you can easily draw the sketch, but editing and improving of design is more problematic. If designer wants to make changes in the sketch, usually he has to take another sheet of paper and basically redraw the sketch... [to full text]
27
Dennemont, Yannick. "Une assistance à l'interaction 3D en réalité virutuelle par un raisonnement sémantique et une conscience du contexte." Thesis, Evry-Val d'Essonne, 2013. http://www.theses.fr/2013EVRY0010/document.
Full textAbstract:
Les tâches dans les environnements virtuels immersifs sont associées à des techniques et à des dispositifs d’interaction 3D (e.g. la sélection d’objets 3D à l’aide de la main virtuelle via un flystick). Alors que les environnements et les tâches deviennent de plus en plus complexes, les techniques ne peuvent plus être les mêmes pour chaque application, voire pour les différentes situations au sein d’une application. Une solution est d’adapter l’interaction en fonction des besoins de la situation pour améliorer l’utilisabilité. Ces adaptations peuvent être effectuées manuellement par le concepteur ou l’utilisateur, ou automatiquement par le système créant ainsi une interaction adaptative. La formalisation d’une telle assistance automatique nécessite la gestion d’informations pertinentes au vu de la situation. L’ensemble de ces informations fait émerger le contexte de l’interaction. L’assistance adaptative obtenue en raisonnant à partir de ces informations est ainsi consciente du contexte. De nombreuses possibilités existent pour l’obtenir. Notre objectif est une gestion du contexte qui préserve ses degrés élevés d’expressivité et d’évolutivité tout en étant facile à intégrer. Nous proposons une modélisation de ce problème par des graphes conceptuels basés sur une ontologie et gérés par un moteur externe en logique du premier ordre. Le moteur est générique et utilise une base de connaissance contenant des faits et des règles, qui peuvent être changés dynamiquement. Nous avons intégré une notion de confiance, afin d’établir l’adéquation d’une situation à la base de connaissances. La confiance des réactions est comparée à leur impact afin de ne garder que les pertinentes tout en évitant de saturer l’utilisateur. Les applications utilisent des outils qui peuvent être contrôlés par le moteur. Des capteurs permettent d’extraire des informations sémantiques pour le contexte. Des effecteurs permettent d’agir sur l’application et d’obtenir des adaptations. Un jeu d’outils et une base de connaissance pour l’interaction 3D ont été créés. De nombreuses étapes sont introduites dans la base de connaissance pour de bonnes combinaisons et une réflexion indépendante d’outils spécifiques. Nos premières applications illustrent la compréhension de la situation, dont les intérêts et difficultés de l’utilisateur, et le déclenchement d’assistances adaptées. Une étude hors ligne montre ensuite l’accès et l’évolution des étapes du moteur selon la situation. Le raisonnement sémantique générique obtenu est alors expressif, compréhensif, extensif et modifiable dynamiquement. Pour l’interaction 3D, il permet une assistance universelle automatique, ponctuelle ou manuelle à l’utilisateur et des analyses hors-lignes d’activités ou de conceptions pour le concepteurTasks in immersive virtual environments are associated with 3D interaction techniques and devices (e.g. the selection of 3D objects with the virtual hand and a flystick). As environments and tasks become more and more complex, techniques can not remain the same for each application, even for every situations of a single application. A solution is to adapt the interaction depending on the situation in order to increase usability. These adaptations can be done manually by the designer or the user, or automatically by the system thus creating an adaptative interaction. Formalisation of such assistance needs the management of pertinent information regarding the situation. Those items of information make the context emerge from the interaction. The adaptative assistance obtained by reasoning on this information is then context-aware. Numerous possibilities can be used to build one. Our objective is a context management that preserves its high degrees of expressiveness and evolutivity while being easy to plug in. We have built a model for this issue using conceptual graphs based on an ontology and managed externally with a first order logic engine. The engine is generic and uses a knowledge base with facts and rules which can be dynamically changed. We have added a confidence notion, in order to establish a situation similarity to the knowledge base. Reactions’confidences are compared to their impacts so as to keep only the pertinent ones while avoiding user overload. Applications have tools that can be controlled by the engine. Sensors are used to extract semantic information for the context. Effectors are used to act upon the application and to have adaptations. A tools set and a knowledge base have been created for 3D interaction. Numerous steps have been added in the knowledge base to obtain good combinations and a reasoning independent from specific tools. Our first applications shows the situation understanding, including user interests and difficulties, and the triggering of pertinent assistances. An off-line study illustrates the access and evolution of the internal engine steps. The built generic semantic reasoning is expressive, understandable, extensive and modifiable dynamically. For 3D interaction, it allows universal assistances for the user that can be automatic, punctual or manual and off-line activities or conceptions analysis fort he designers
28
Hung, Woei. "An investigation of the role of causal reasoning methods in facilitating conceptual understanding of college students in physics /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3101025.
Full text
29
Pinzino, Dean William. "Socioscientific Issues: A Path Towards Advanced ScientificLiteracy and Improved Conceptual Understanding of Socially Controversial Scientific Theories." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4387.
Full textAbstract:
Abstract
This thesis investigates the use of socioscientific issues (SSI) in the high school science classroom as an introduction to argumentation and socioscientific reasoning, with the goal of improving students' scientific literacy (SL). Current research is reviewed that supports the likelihood of students developing a greater conceptual understanding of scientific theories as well as a deeper understanding of the nature of science (NOS), through participation in informal and formal forms of argumentation in the context of SSI. Significant gains in such understanding may improve a student's ability to recognize the rigor, legitimacy, and veracity of scientific claims and better discern science from pseudoscience. Furthermore, students that participate in significant SSI instruction by negotiating a range of science-related social issues can make significant gains in content knowledge and develop the life-long skills of argumentation and evidence-based reasoning, goals not possible in traditional lecture-based science instruction. SSI-based instruction may therefore help students become responsible citizens. This synthesis also suggests that that the improvements in science literacy and NOS understanding that develop from sustained engagement in SSI-based instruction will better prepare students to examine and scrutinize socially controversial scientific theories (i.e., evolution, global warming, and the Big Bang).
30
Ramey, James M. "Differences in Statistical Reasoning Abilities through Behavioral-Cognitive Combinations of Videos and Formative Assessments in Undergraduate Statistics Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2494.
Full textAbstract:
This study evaluated whether significant differences in statistical reasoning abilities exist for completers of short online instructional videos and formative quizzes for students in undergraduate introductory statistics courses. Data for the study were gathered during the Fall 2013 semester at a community college in Northeast Tennessee.
Computer-based pedagogical tools can promote improved conceptual reasoning ability (Trumpower & Sarwar, 2010; Van der Merwe, 2012). Additionally, prior research demonstrated a significant relationship between formative quiz access and student achievement (Stull, Majerich, Bernacki, Varnum, & Ducette, 2011; Wilson, Boyd, Chen, & Jamal, 2011), as well as multimedia object access and student achievement (Bliwise, 2005; Miller, 2013). Four research questions were used to guide the study. A series of analysis of variance (ANOVA) statistical procedures was used to analyze the data.
Findings indicated no significant differences in statistical reasoning abilities between students who were provided access to supplemental online instructional videos and formative quizzes and students who were not provided access. Moreover, statistical reasoning abilities did not differ significantly based upon number of quizzes successfully completed, average number of quiz attempts, or number of videos accessed.
31
Nygren, David. "A case study of student reasoning about refraction and image-object positioning." Thesis, Uppsala universitet, Fysikundervisningens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-224188.
Full textAbstract:
This exploratory case study was undertaken to obtain a greater understanding of the difficulties that physics students face when solving image-object projections in optics problems. This was carried out by studying the students’ reasoning when facing new kinds of problem settings using the refraction of light and the position of the virtual image and the real object as the frame for the research. The results show that there is more than one reasoning possibility that is feasible for students to use when dealing with the same problem. The results also illustrate how several different ways of reasoning may be simultaneously needed to solve a refraction problem. The different kinds of reasoning have been referred to as reasoning categories in this study. The analysis illustrates how the categories complement each other, and the use of many reasoning categories is shown to be fruitful. However, the vast majority of the participants made contradicting answer selections when solving similar problems by using contradicting reasoning approaches. This lack of consistency in the participants’ reasoning could indicate that they have a fragmentary understanding of optics in general. Both the capability to link reasoning approaches together, as well as the affordances that different modes of representations offer, are needed for the construction of a better conceptual understanding. Only mastering a few ways of reasoning and a few modes of representation could lead to fragmented knowledge, which, in turn leads to making problem solving really challenging. One purpose of this study was to find out if reasoning categories and modes of representations are essentially linked. If so, then the reasoning categories would be determined by the representation of the problem. The analysis shows that there is a connection, but that there are also other factors at play.
32
Ozdemir, Omer F. "The coexistence of alternative and scientific conceptions in physics." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086033358.
Full text
33
Falconer, E. "The development of a conceptual model for supporting a case based reasoning selection among decision support systems for strategic asset allocation." Thesis, University of the West of Scotland, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556185.
Full textAbstract:
The research which forms the basis of this thesis introduces a conceptual model for supporting a case-based reasoning (CBR) selection among decision support systems for strategic asset allocation. Strategic asset allocation is part of an investment policy and is used when choosing an investment portfolio. Strategic asset allocation decision support systems commonly follow a rule-based approach to decision making. The purpose of the conceptual model, introduced by this research, is to support the adoption of a CAR approach, as CAR can be used to produce learning abilities and flexibility. The conceptual model is supported by an intelligent agent framework. Experiments are used to demonstrate the operability of the conceptual model using different decision models. The conceptual model uses case-based learning and flexibility to learn the decision-making processes of different organisations. From evaluations of the conceptual model evidence was found that indicated that intelligent agents and CAR could introduce learning and flexibility into decision support systems used for strategic asset allocation. The conceptual model developed and validated by this research constitutes the research contribution to knowledge.
34
Williams, Bryn Rhys. "Imagining and reasoning : an attempt to define a clear conceptual distinction between two cognitive strategies available for the manipulation of information." Thesis, King's College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324495.
Full textAbstract:
In this study, I attempt to identify a distinct role for the imagination in manipulating and organising information states. To this end, I begin with an exegesis of Aristotle's account of phantasia in De Anima. I argue against two established views of the nature of Aristotle's phantasia-the view that phantasia is merely a faculty for apprehending appearances, and the view that it is a special catch all faculty for having "non-paradigmatic sensory experiences". I then continue to argue that for Aristotle, phantasia was a distinct faculty that discriminates between experiences by virtue of recognition. Once I have established the plausibility of such a position, I move from consideration of Aristotle's idea of phantasia to an account of recent evidence provided by cognitive science for distinguishing a capacity for manipulating information which is recognition based, and conceptually distinct from reason, or "theory-driven" thought. To this end, I appeal to evidence concerning the nature of spatial reasoning, and provide an exhaustive account of the "Imagery Debate" as paradigmatic of non-theory driven cognitive capacities. Finally, I provide an account of the mechanisms that underlie the efficacy and domain of non-theory driven thought by appeal to two explanatory resources: Simulation theory, and idea of a "cognitive map".
35
Soibelman, Lucio 1961. "The exploration of an integrated representation for the conceptual phase of structural design for tall buildings through distributed multi-reasoning algorithms." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/10134.
Full text
36
Bango, Siduduzile. "An investigation into Grade 7 learners’ knowledge of ratios." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78505.
Full textAbstract:
Ratio is one of the key mathematics concepts included in the South African Mathematics curriculum. It is applied in other topics of the Grade 7 curriculum, including geometry, functions and relationships, algebra, similarity and congruency.
The aim of this qualitative research study was to explore the difficulties that learners experience in learning ratio. The primary research question for the study was: What is Grade 7 learners’ knowledge of ratio? This research question was answered through the following secondary research questions: How do learners solve problems involving ratio? What is learners’ conceptual knowledge of ratio? And what learning difficulties do learners experience when learning about ratio?
The study was informed by Kilpatrick, Swafford and Findell’s (2001) five strands of mathematical proficiency; however, the focus was on conceptual and procedural knowledge of ratio. The interpretivist paradigm and the single exploratory case study design were used to gain insight into the learning of ratio. Data was collected from Grade 7 learners (23 of the 35 learners originally sampled) through a self-developed test that followed the prescripts of the Grade 7 Mathematics curriculum in South Africa and through semi-structured interviews. The test scripts were analysed using the Atlas.tiTM windows coding system and the results were used to construct questions for the semi-structured interviews. The interviews were used to corroborate data emerging from the test.
The results of the study indicated that Grade 7 learners can do simple and routine manipulations of ratio as well as non-proportional ratio problems but struggle to solve problems that require multiplicative thinking and proportional reasoning skills. Although there could be other factors contributing to learners’ struggle to tackle proportional ratio problems requiring multiplication and proportional reasoning, a lack of conceptual knowledge seemed to contribute significantly.Dissertation (MEd)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
37
Mathew, Avin D. "Asset management data warehouse data modelling." Queensland University of Technology, 2008. http://eprints.qut.edu.au/19310/.
Full textAbstract:
Data are the lifeblood of an organisation, being employed by virtually all business functions within a firm. Data management, therefore, is a critical process in prolonging the life of a company and determining the success of each of an organisation’s business functions. The last decade and a half has seen data warehousing rising in priority within corporate data management as it provides an effective supporting platform for decision support tools. A cross-sectional survey conducted by this research showed that data warehousing is starting to be used within organisations for their engineering asset management, however the industry uptake is slow and has much room for development and improvement. This conclusion is also evidenced by the lack of systematic scholarly research within asset management data warehousing as compared to data warehousing for other business areas. This research is motivated by the lack of dedicated research into asset management data warehousing and attempts to provide original contributions to the area, focussing on data modelling. Integration is a fundamental characteristic of a data warehouse and facilitates the analysis of data from multiple sources. While several integration models exist for asset management, these only cover select areas of asset management. This research presents a novel conceptual data warehousing data model that integrates the numerous asset management data areas. The comprehensive ethnographic modelling methodology involved a diverse set of inputs (including data model patterns, standards, information system data models, and business process models) that described asset management data. Used as an integrated data source, the conceptual data model was verified by more than 20 experts in asset management and validated against four case studies. A large section of asset management data are stored in a relational format due to the maturity and pervasiveness of relational database management systems. Data warehousing offers the alternative approach of structuring data in a dimensional format, which suggests increased data retrieval speeds in addition to reducing analysis complexity for end users. To investigate the benefits of moving asset management data from a relational to multidimensional format, this research presents an innovative relational vs. multidimensional model evaluation procedure. To undertake an equitable comparison, the compared multidimensional are derived from an asset management relational model and as such, this research presents an original multidimensional modelling derivation methodology for asset management relational models. Multidimensional models were derived from the relational models in the asset management data exchange standard, MIMOSA OSA-EAI. The multidimensional and relational models were compared through a series of queries. It was discovered that multidimensional schemas reduced the data size and subsequently data insertion time, decreased the complexity of query conceptualisation, and improved the query execution performance across a range of query types. To facilitate the quicker uptake of these data warehouse multidimensional models within organisations, an alternate modelling methodology was investigated. This research presents an innovative approach of using a case-based reasoning methodology for data warehouse schema design. Using unique case representation and indexing techniques, the system also uses a business vocabulary repository to augment case searching and adaptation. The system was validated through a case-study where multidimensional schema design speed and accuracy was measured. It was found that the case-based reasoning system provided a marginal benefit, with a greater benefits gained when confronted with more difficult scenarios.
38
Romero, Moral Oscar. "Automating the multidimensional design of data warehouses." Doctoral thesis, Universitat Politècnica de Catalunya, 2010. http://hdl.handle.net/10803/6670.
Full textAbstract:
Les experiències prèvies en l'àmbit dels magatzems de dades (o data warehouse), mostren que l'esquema multidimensional del data warehouse ha de ser fruit d'un enfocament híbrid; això és, una proposta que consideri tant els requeriments d'usuari com les fonts de dades durant el procés de disseny.Com a qualsevol altre sistema, els requeriments són necessaris per garantir que el sistema desenvolupat satisfà les necessitats de l'usuari. A més, essent aquest un procés de reenginyeria, les fonts de dades s'han de tenir en compte per: (i) garantir que el magatzem de dades resultant pot ésser poblat amb dades de l'organització, i, a més, (ii) descobrir capacitats d'anàlisis no evidents o no conegudes per l'usuari.Actualment, a la literatura s'han presentat diversos mètodes per donar suport al procés de modelatge del magatzem de dades. No obstant això, les propostes basades en un anàlisi dels requeriments assumeixen que aquestos són exhaustius, i no consideren que pot haver-hi informació rellevant amagada a les fonts de dades. Contràriament, les propostes basades en un anàlisi exhaustiu de les fonts de dades maximitzen aquest enfocament, i proposen tot el coneixement multidimensional que es pot derivar des de les fonts de dades i, conseqüentment, generen massa resultats. En aquest escenari, l'automatització del disseny del magatzem de dades és essencial per evitar que tot el pes de la tasca recaigui en el dissenyador (d'aquesta forma, no hem de confiar únicament en la seva habilitat i coneixement per aplicar el mètode de disseny elegit). A més, l'automatització de la tasca allibera al dissenyador del sempre complex i costós anàlisi de les fonts de dades (que pot arribar a ser inviable per grans fonts de dades).Avui dia, els mètodes automatitzables analitzen en detall les fonts de dades i passen per alt els requeriments. En canvi, els mètodes basats en l'anàlisi dels requeriments no consideren l'automatització del procés, ja que treballen amb requeriments expressats en llenguatges d'alt nivell que un ordenador no pot manegar. Aquesta mateixa situació es dona en els mètodes híbrids actual, que proposen un enfocament seqüencial, on l'anàlisi de les dades es complementa amb l'anàlisi dels requeriments, ja que totes dues tasques pateixen els mateixos problemes que els enfocament purs.En aquesta tesi proposem dos mètodes per donar suport a la tasca de modelatge del magatzem de dades: MDBE (Multidimensional Design Based on Examples) and AMDO (Automating the Multidimensional Design from Ontologies). Totes dues consideren els requeriments i les fonts de dades per portar a terme la tasca de modelatge i a més, van ser pensades per superar les limitacions dels enfocaments actuals.1. MDBE segueix un enfocament clàssic, en el que els requeriments d'usuari són coneguts d'avantmà. Aquest mètode es beneficia del coneixement capturat a les fonts de dades, però guia el procés des dels requeriments i, conseqüentment, és capaç de treballar sobre fonts de dades semànticament pobres. És a dir, explotant el fet que amb uns requeriments de qualitat, podem superar els inconvenients de disposar de fonts de dades que no capturen apropiadament el nostre domini de treball.2. A diferència d'MDBE, AMDO assumeix un escenari on es disposa de fonts de dades semànticament riques. Per aquest motiu, dirigeix el procés de modelatge des de les fonts de dades, i empra els requeriments per donar forma i adaptar els resultats generats a les necessitats de l'usuari. En aquest context, a diferència de l'anterior, unes fonts de dades semànticament riques esmorteeixen el fet de no tenir clars els requeriments d'usuari d'avantmà.Cal notar que els nostres mètodes estableixen un marc de treball combinat que es pot emprar per decidir, donat un escenari concret, quin enfocament és més adient. Per exemple, no es pot seguir el mateix enfocament en un escenari on els requeriments són ben coneguts d'avantmà i en un escenari on aquestos encara no estan clars (un cas recorrent d'aquesta situació és quan l'usuari no té clares les capacitats d'anàlisi del seu propi sistema). De fet, disposar d'uns bons requeriments d'avantmà esmorteeix la necessitat de disposar de fonts de dades semànticament riques, mentre que a l'inversa, si disposem de fonts de dades que capturen adequadament el nostre domini de treball, els requeriments no són necessaris d'avantmà. Per aquests motius, en aquesta tesi aportem un marc de treball combinat que cobreix tots els possibles escenaris que podem trobar durant la tasca de modelatge del magatzem de dades.Previous experiences in the data warehouse field have shown that the data warehouse multidimensional conceptual schema must be derived from a hybrid approach: i.e., by considering both the end-user requirements and the data sources, as first-class citizens. Like in any other system, requirements guarantee that the system devised meets the end-user necessities. In addition, since the data warehouse design task is a reengineering process, it must consider the underlying data sources of the organization: (i) to guarantee that the data warehouse must be populated from data available within the organization, and (ii) to allow the end-user discover unknown additional analysis capabilities.Currently, several methods for supporting the data warehouse modeling task have been provided. However, they suffer from some significant drawbacks. In short, requirement-driven approaches assume that requirements are exhaustive (and therefore, do not consider the data sources to contain alternative interesting evidences of analysis), whereas data-driven approaches (i.e., those leading the design task from a thorough analysis of the data sources) rely on discovering as much multidimensional knowledge as possible from the data sources. As a consequence, data-driven approaches generate too many results, which mislead the user. Furthermore, the design task automation is essential in this scenario, as it removes the dependency on an expert's ability to properly apply the method chosen, and the need to analyze the data sources, which is a tedious and timeconsuming task (which can be unfeasible when working with large databases). In this sense, current automatable methods follow a data-driven approach, whereas current requirement-driven approaches overlook the process automation, since they tend to work with requirements at a high level of abstraction. Indeed, this scenario is repeated regarding data-driven and requirement-driven stages within current hybrid approaches, which suffer from the same drawbacks than pure data-driven or requirement-driven approaches.In this thesis we introduce two different approaches for automating the multidimensional design of the data warehouse: MDBE (Multidimensional Design Based on Examples) and AMDO (Automating the Multidimensional Design from Ontologies). Both approaches were devised to overcome the limitations from which current approaches suffer. Importantly, our approaches consider opposite initial assumptions, but both consider the end-user requirements and the data sources as first-class citizens.1. MDBE follows a classical approach, in which the end-user requirements are well-known beforehand. This approach benefits from the knowledge captured in the data sources, but guides the design task according to requirements and consequently, it is able to work and handle semantically poorer data sources. In other words, providing high-quality end-user requirements, we can guide the process from the knowledge they contain, and overcome the fact of disposing of bad quality (from a semantical point of view) data sources.2. AMDO, as counterpart, assumes a scenario in which the data sources available are semantically richer. Thus, the approach proposed is guided by a thorough analysis of the data sources, which is properly adapted to shape the output result according to the end-user requirements. In this context, disposing of high-quality data sources, we can overcome the fact of lacking of expressive end-user requirements.Importantly, our methods establish a combined and comprehensive framework that can be used to decide, according to the inputs provided in each scenario, which is the best approach to follow. For example, we cannot follow the same approach in a scenario where the end-user requirements are clear and well-known, and in a scenario in which the end-user requirements are not evident or cannot be easily elicited (e.g., this may happen when the users are not aware of the analysis capabilities of their own sources). Interestingly, the need to dispose of requirements beforehand is smoothed by the fact of having semantically rich data sources. In lack of that, requirements gain relevance to extract the multidimensional knowledge from the sources.So that, we claim to provide two approaches whose combination turns up to be exhaustive with regard to the scenarios discussed in the literature
39
Romero, Moral Óscar. "Automating the multidimensional design of data warehouses." Doctoral thesis, Universitat Politècnica de Catalunya, 2010. http://hdl.handle.net/10803/6670.
Full textAbstract:
Les experiències prèvies en l'àmbit dels magatzems de dades (o data warehouse), mostren que l'esquema multidimensional del data warehouse ha de ser fruit d'un enfocament híbrid; això és, una proposta que consideri tant els requeriments d'usuari com les fonts de dades durant el procés de disseny.Com a qualsevol altre sistema, els requeriments són necessaris per garantir que el sistema desenvolupat satisfà les necessitats de l'usuari. A més, essent aquest un procés de reenginyeria, les fonts de dades s'han de tenir en compte per: (i) garantir que el magatzem de dades resultant pot ésser poblat amb dades de l'organització, i, a més, (ii) descobrir capacitats d'anàlisis no evidents o no conegudes per l'usuari.
Actualment, a la literatura s'han presentat diversos mètodes per donar suport al procés de modelatge del magatzem de dades. No obstant això, les propostes basades en un anàlisi dels requeriments assumeixen que aquestos són exhaustius, i no consideren que pot haver-hi informació rellevant amagada a les fonts de dades. Contràriament, les propostes basades en un anàlisi exhaustiu de les fonts de dades maximitzen aquest enfocament, i proposen tot el coneixement multidimensional que es pot derivar des de les fonts de dades i, conseqüentment, generen massa resultats. En aquest escenari, l'automatització del disseny del magatzem de dades és essencial per evitar que tot el pes de la tasca recaigui en el dissenyador (d'aquesta forma, no hem de confiar únicament en la seva habilitat i coneixement per aplicar el mètode de disseny elegit). A més, l'automatització de la tasca allibera al dissenyador del sempre complex i costós anàlisi de les fonts de dades (que pot arribar a ser inviable per grans fonts de dades).
Avui dia, els mètodes automatitzables analitzen en detall les fonts de dades i passen per alt els requeriments. En canvi, els mètodes basats en l'anàlisi dels requeriments no consideren l'automatització del procés, ja que treballen amb requeriments expressats en llenguatges d'alt nivell que un ordenador no pot manegar. Aquesta mateixa situació es dona en els mètodes híbrids actual, que proposen un enfocament seqüencial, on l'anàlisi de les dades es complementa amb l'anàlisi dels requeriments, ja que totes dues tasques pateixen els mateixos problemes que els enfocament purs.
En aquesta tesi proposem dos mètodes per donar suport a la tasca de modelatge del magatzem de dades: MDBE (Multidimensional Design Based on Examples) and AMDO (Automating the Multidimensional Design from Ontologies). Totes dues consideren els requeriments i les fonts de dades per portar a terme la tasca de modelatge i a més, van ser pensades per superar les limitacions dels enfocaments actuals.
1. MDBE segueix un enfocament clàssic, en el que els requeriments d'usuari són coneguts d'avantmà. Aquest mètode es beneficia del coneixement capturat a les fonts de dades, però guia el procés des dels requeriments i, conseqüentment, és capaç de treballar sobre fonts de dades semànticament pobres. És a dir, explotant el fet que amb uns requeriments de qualitat, podem superar els inconvenients de disposar de fonts de dades que no capturen apropiadament el nostre domini de treball.
2. A diferència d'MDBE, AMDO assumeix un escenari on es disposa de fonts de dades semànticament riques. Per aquest motiu, dirigeix el procés de modelatge des de les fonts de dades, i empra els requeriments per donar forma i adaptar els resultats generats a les necessitats de l'usuari. En aquest context, a diferència de l'anterior, unes fonts de dades semànticament riques esmorteeixen el fet de no tenir clars els requeriments d'usuari d'avantmà.
Cal notar que els nostres mètodes estableixen un marc de treball combinat que es pot emprar per decidir, donat un escenari concret, quin enfocament és més adient. Per exemple, no es pot seguir el mateix enfocament en un escenari on els requeriments són ben coneguts d'avantmà i en un escenari on aquestos encara no estan clars (un cas recorrent d'aquesta situació és quan l'usuari no té clares les capacitats d'anàlisi del seu propi sistema). De fet, disposar d'uns bons requeriments d'avantmà esmorteeix la necessitat de disposar de fonts de dades semànticament riques, mentre que a l'inversa, si disposem de fonts de dades que capturen adequadament el nostre domini de treball, els requeriments no són necessaris d'avantmà. Per aquests motius, en aquesta tesi aportem un marc de treball combinat que cobreix tots els possibles escenaris que podem trobar durant la tasca de modelatge del magatzem de dades.
Previous experiences in the data warehouse field have shown that the data warehouse multidimensional conceptual schema must be derived from a hybrid approach: i.e., by considering both the end-user requirements and the data sources, as first-class citizens. Like in any other system, requirements guarantee that the system devised meets the end-user necessities. In addition, since the data warehouse design task is a reengineering process, it must consider the underlying data sources of the organization: (i) to guarantee that the data warehouse must be populated from data available within the organization, and (ii) to allow the end-user discover unknown additional analysis capabilities.
Currently, several methods for supporting the data warehouse modeling task have been provided. However, they suffer from some significant drawbacks. In short, requirement-driven approaches assume that requirements are exhaustive (and therefore, do not consider the data sources to contain alternative interesting evidences of analysis), whereas data-driven approaches (i.e., those leading the design task from a thorough analysis of the data sources) rely on discovering as much multidimensional knowledge as possible from the data sources. As a consequence, data-driven approaches generate too many results, which mislead the user. Furthermore, the design task automation is essential in this scenario, as it removes the dependency on an expert's ability to properly apply the method chosen, and the need to analyze the data sources, which is a tedious and timeconsuming task (which can be unfeasible when working with large databases). In this sense, current automatable methods follow a data-driven approach, whereas current requirement-driven approaches overlook the process automation, since they tend to work with requirements at a high level of abstraction. Indeed, this scenario is repeated regarding data-driven and requirement-driven stages within current hybrid approaches, which suffer from the same drawbacks than pure data-driven or requirement-driven approaches.
In this thesis we introduce two different approaches for automating the multidimensional design of the data warehouse: MDBE (Multidimensional Design Based on Examples) and AMDO (Automating the Multidimensional Design from Ontologies). Both approaches were devised to overcome the limitations from which current approaches suffer. Importantly, our approaches consider opposite initial assumptions, but both consider the end-user requirements and the data sources as first-class citizens.
1. MDBE follows a classical approach, in which the end-user requirements are well-known beforehand. This approach benefits from the knowledge captured in the data sources, but guides the design task according to requirements and consequently, it is able to work and handle semantically poorer data sources. In other words, providing high-quality end-user requirements, we can guide the process from the knowledge they contain, and overcome the fact of disposing of bad quality (from a semantical point of view) data sources.
2. AMDO, as counterpart, assumes a scenario in which the data sources available are semantically richer. Thus, the approach proposed is guided by a thorough analysis of the data sources, which is properly adapted to shape the output result according to the end-user requirements. In this context, disposing of high-quality data sources, we can overcome the fact of lacking of expressive end-user requirements.
Importantly, our methods establish a combined and comprehensive framework that can be used to decide, according to the inputs provided in each scenario, which is the best approach to follow. For example, we cannot follow the same approach in a scenario where the end-user requirements are clear and well-known, and in a scenario in which the end-user requirements are not evident or cannot be easily elicited (e.g., this may happen when the users are not aware of the analysis capabilities of their own sources). Interestingly, the need to dispose of requirements beforehand is smoothed by the fact of having semantically rich data sources. In lack of that, requirements gain relevance to extract the multidimensional knowledge from the sources.
So that, we claim to provide two approaches whose combination turns up to be exhaustive with regard to the scenarios discussed in the literature
40
Fransson, Jonas. ""F av x är väl egentligen y?" : En studie om gymnasieelevers förståelse för funktionsbegreppet och dess representationer." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26715.
Full textAbstract:
Syftet med denna undersökning har varit att studera gymnasieelevers förståelse för funktionsbegreppet.Den teoretiska utgångspunkten har varit att studera elevernas förmåga att växla mellanolika representationsformer och studera deras förståelse för relationen mellan de olika representationerna.Elevernas förmåga att resonera har också varit en väsentlig del och därför har forskningenkring matematiskt resonemang också varit en viktig del i arbetet. För att nå ett resultat har treklasser på gymnasiet fått skriva ett test konstruerat för att svara mot uppsatsens syfte. Utövertestet intervjuades tre av eleverna för att det skulle finnas möjlighet att fånga elevernas förmågaatt resonera. Resultatet kom att visa att vissa elever har svårt att utföra växlingar mellan vissaolika representationer, men mellan andra är det betydligt enklare. Det framkom att eleverna varskolade i ett algoritmiskt tänkande, och att eleverna hade svårt att resonera fritt och kreativt kringfunktionsbegreppet, samt att eleverna hade svårt att skilja de närliggande begreppen ekvation ochfunktion.The aim with this thesis has been to study Swedish high school students’ comprehension for theconcept of a function. The theoretical starting point has been to study the students’ ability tochange between different forms of representations of a function and study their comprehensionfor the relation between the different representations. The students’ ability to use mathematicalreasoning has also been a crucial part for the thesis, and therefore research on mathematicalreasoning has also been an important part. Three high school classes were given a test, whichsought to test their ability to change between different forms of representation. In addition to thetest three students were interviewed, so that the students’ ability to reason would be possible toanalyze. The results came to show that some students have difficulties to change between someof the representations but between others it’s far easier for them. The results also showed thatthe students were trained in algorithmically thinking, and that it was difficult to reason creativelyabout the concept of a function. The students also had trouble separating a function from therelated concept of equations.
41
Yenilmez, Ayse. "Exploring Relationships Among Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607009/index.pdf.
Full textAbstract:
The purpose of this study was to identify the relative predictive influences of prior knowledge, meaningful learning orientation, formal reasoning ability and mode of instruction on understanding in photosynthesis and respiration in plants concepts.
Two hundred thirty three 8th grade students from six classes of one elementary school in Ankara participated in this study. The study was carried out during the 2004-2005 Fall semester. Students in the experimental group (N=117) received conceptual change instruction, and the students in the control group (N=116) received traditional instruction. Two-tier multiple choice diagnostic test, &ldquoPhotosynthesis and Respiration in Plants Concept Test&rdquo
developed by Haslam and Treagust (1987), was used to determine students&rsquo
understanding of photosynthesis and respiration in plants concepts. The test was administered to the sample prior to the treatment as pre-test, and after the treatment as post-test. The pre-test scores were used as prior knowledge of students. Students&rsquo
reasoning abilities were measured by the &ldquo
Test of Logical Thinking&rdquo
and their learning orientations were measured by &ldquo
Learning Approach Questionnaire&rdquo
. The results of the study indicated that students held several misconceptions concerning photosynthesis and respiration in plants concepts. Significant differences between the experimental group and control group with respect to understanding of the concept were found in favor of experimental group. The main predictor of achievement in the experimental group was students&rsquo
prior knowledge, while it was reasoning ability in the control group. Meaningful learning orientation accounted for a small amount of variance in the experimental group but it did not contribute to understanding on post-test scores in traditional group.
42
JIANG, Yicun. "What is “meta-” for? : a Peircean critique of the cognitive theory of metaphor." Digital Commons @ Lingnan University, 2017. https://commons.ln.edu.hk/eng_etd/14.
Full textAbstract:
My thesis aims to anatomize the cognitive theory of metaphor and suggests a Peircean semiotic perspective on metaphor study. As metaphorical essentialists, Lakoff/Johnson tend to universalize a limited number of conceptual metaphors and, by doing this, they overlook the dynamic relation between metaphorical tenor and vehicle. Such notion of metaphor is not compatible with the polysemous nature of the sign. The diversity and multivalency of metaphorical vehicle, in particular, cast serious doubts on the hypothesis of “conceptual metaphors” which, being meta-metaphorical constructs, can tell us nothing but a dry and empty formula “A is B”. Consequently, Lakoff/Johnson’s notion of conceptual metaphor is very much a Chomskyan postulation. Also problematic is the expedient experientialism or embodied philosophy they have put forward as a middle course between objectivism and subjectivism. What is missing from their framework is a structural space for dynamic interpretation on the part of metaphor users. In contrast, cognitive linguists may find in Peirce’s theory of the sign a sound solution to their theoretical impasse. As a logician, Peirce sees metaphor as the realization of iconic reasoning at the language level. His exposition on iconicity and iconic reasoning has laid a solid foundation upon which may be erected a fresh epistemology of metaphor fit for the contemporary study of language and mind. Broadly speaking, metaphor in Peirce can be examined from roughly two perspectives. Macroscopically, metaphor is an icon in general as opposed to index and symbol, whereas, microscopically, it is a subdivided hypoicon on the third level as opposed to image and diagram. Besides, Peirce also emphasized the subjective nature of metaphor. Semioticians after Peirce have further developed his theory on metaphor. For example, through his concept of “arbitrary iconicity”, Ersu Ding stresses the arbitrary nature of metaphorization and tries to shift our attention away from Lakoff/Johnson’s abstract epistemological Gestalt to the specific cultural contexts in which metaphors occur. Umberto Eco, on the other hand, sees interpretation of signs as an open-ended process that involves knowledge of all kinds. Encyclopedic knowledge thus serves as unlimited source for metaphorical association. For Eco, the meaning of a metaphor should be interpreted in the cultural framework based on a specific cultural community. Both Ding’s and Eco’s ideas are in line with Peirce’s theoretical framework where the meaning of a metaphor depends on an interpreter in a particular socio-historical context. They all realize that we should go beyond the ontology of metaphorical expressions to acquire a dynamic perspective on metaphor interpretation. To overcome the need for presupposing an omnipotent subject capable of knowing the metaphor-in-itself, we turn to Habermas’s theory of communicative action in which the meaning of metaphor is intersubjectively established through negotiation and communication. Moreover, we should not overlook the dynamic tension between metaphor and ideology. Aphoristically, we can say that nothing is a metaphor unless it is interpreted as a metaphor, and we need to reconnect metaphors with the specific cultural and ideological contexts in which they appear.
43
Miranda, Juliene Azevedo. "Desenvolvimento do raciocínio proporcional: uma sequência didática para o sexto ano do ensino fundamental." Universidade Federal de Uberlândia, 2016. https://repositorio.ufu.br/handle/123456789/17957.
Full textAbstract:
Este trabalho, realizado no âmbito do Curso de Mestrado Profissional em Ensino de Ciências
e Matemática, do Programa de Pós-Graduação em Ensino de Ciências e Matemática da
Faculdade de Ciências Integradas do Pontal da Universidade Federal de Uberlândia, visa
apresentar uma sequência didática para favorecer o desenvolvimento do raciocínio
proporcional tendo como suporte teórico a Teoria dos Campos Conceituais (TCC) de Gerard
Vergnaud. São objetivos específicos: (a) analisar uma sequência didática, organizada na
forma de situações-problema visando favorecer o estabelecimento das relações de covariação
e de invariância de grandezas, necessárias para conceituar razão e proporção e (b) analisar o
desempenho e as estratégias utilizadas pelos alunos para resolver situações- problema
envolvendo o raciocínio proporcional, ao longo da aplicação da proposta didática. O trabalho
tem apoio metodológico na Engenharia Didática e foi desenvolvido junto a aproximadamente
26 alunos do 6º ano do Ensino Fundamental de uma escola da cidade de Ituiutaba/MG, no
período regular de aulas. A sequência teve seis etapas, na primeira foi aplicada uma avaliação
tipo lápis e papel e as etapas seguintes foram constituídas por situações-problema aplicadas
com mediação da professora e também por avaliações, sendo que estes instrumentos foram
elaborados com base na literatura existente sobre o tema raciocínio proporcional. Os dados
foram analisados quantitativamente por meio da estatística descritiva e qualitativamente
quando foram organizadas categorias de análise. Na primeira etapa, houve mais dificuldade
nos problemas de comparação que nos de valor omisso e as estratégias multiplicativas
utilizadas pelos alunos indicaram alguma inferência e predição na compreensão de que as
grandezas envolvidas nos problemas variavam em conjunto. Ao longo da aplicação da
sequência, verificou-se que os alunos passaram a identificar as grandezas proporcionais
envolvidas nas situações e a maioria deles conseguiu justificar as repostas por meio da relação
de covariação, valendo-se da simbologia adequada. Considera-se que a opção metodológica
de oferecer situações diversificadas antes da apresentação formal desse conteúdo (que
acontece a partir do sétimo ano do Ensino Fundamental) contribui para desenvolver o
raciocínio proporcional dos alunos. Espera-se que as análises e discussões teóricas realizadas
nesse trabalho possam contribuir para a prática do professor de matemática.This work, carried out during the Masters Course for teaching Science and Mathematics, within the postgraduate program in teaching Science and Mathematics at the Pontal College of Integrated Sciences of the Federal University of Uberlândia. It a aims to introduce a didactic sequence to encourage the development of proportional reasoning with the theoretical support the Theory of Conceptual Fields (TCC) by Gerard Vergnaud. The specific objectives are: (a) to analyze a didactic sequence, arranged in the form of problem situations in order to promote the establishment of relations of covariance and invariance of quantities, required to conceptualize reason and proportion and (b) examine the performance and the strategies used by the students to solve problem situations involving proportional reasoning, through the application of didactic proposal. The work has methodological support in Teaching Engineering and was developed together with approximately 26 students of the sixth grade of an elementary school in the city of Ituiutaba, Minas Gerais, during regular class periods. The sequence had six stages, the first was a pencil and paper type evaluation and review the following stages were composed of problem situations applied with mediation of a teacher as well as evaluations, being that these instruments have been drawn up on the basis of the existing literature on the subject of proportional reasoning. Data was analyzed through quantitative and qualitative descriptive statistics when the categories of analysis were set up. In the first step, there was more difficulty with the problems of comparison than those of omissive value and the multiplicative strategies used by the students indicated some inference and prediction on the understanding that the values involved in the problems varied together. Throughout the implementation of the result, it was found that the students have come to identify the proportional quantities involved in situations and most of them managed to justify the answers through the relationship of covariance, using the appropriate symbol. The methodological option of offering diverse situations before the formal presentation of this content (which happens from the seventh grade of primary school) helps to develop proportional reasoning of students. It is expected that the analysis and theoretical discussions undertaken in this work could contribute to the work of a Maths teacher.
Dissertação (Mestrado)
44
Osta, Vélez Matías. "Inference and the structure of concepts." Thesis, Paris 1, 2020. http://www.theses.fr/2020PA01H206.
Full textAbstract:
Cette thèse porte sur le rôle du contenu conceptuel dans l'inférence et le raisonnement. Les deux premiers chapitres offrent une analyse critique de la "thèse formaliste", i.e., l'idée selon laquelle l'inférence rationnelle est un mécanisme qui applique des règles syntaxiques à des pensées avec structure linguistique. Le Chapitre 3 porte sur la relation entre l'inférence et la représentation. Il est avancé que l'inférence doit être étudiée depuis une perspective pluraliste en raison de sa dépendance à l'égard de différents formats de représentation des informations qui caractérisent la cognition humaine. Les quatre chapitres suivants sont ceux de la mise en œuvre de la théorie des espaces conceptuels à trois types d'inférence basés sur des concepts. Tout d'abord, une explication formelle de la notion d'inférence matérielle chez Wilfrid Sellars est avancée. Ensuite, le modèle est étendu pour saisir l’inférence non monotone en étudiant le rôle des "attentes" (expectations) dans le raisonnement. Enfin, un nouveau modèle mathématique d'induction avec des concepts (category-based induction) est présenté. Il est indiqué que la fécondité explicative de cette approche novatrice montre l'échec de la thèse formaliste et appelle le développement d’un modèle unifié d'inférence rationnelle centré sur la sémantique. Le dernier chapitre de la thèse porte sur la manière dont l'inférence et les concepts interagissent dans le raisonnement scientifique, qui fait constamment appel à des structures symboliques hybrides pour représenter les informations conceptuellesThis thesis focuses on the role of conceptual content in inference and reasoning. The first two chapters offer a critical analysis of the " formalist thesis ", i.e., the idea that rational inference is a mechanism that applies syntactic rules to propositionally-structured thoughts. Chapter 3 deals with the relationship between inference and representation. It is argued that inference must be studied from a pluralistic perspective because of its dependence on different formats representation in which conceptual information can be encoded. The next four chapters apply Peter Gärdenfors’ theory of conceptual spaces to three types of concept-based inference. First, an explication of Wilfrid Sellars' notion of material inference is advanced. Second, the model is extended to capture non-monotonic inference by studying the role of "expectations" in reasoning. Finally, a new mathematical model of category-based induction is presented. It is argued that the explanatory fruitfulness of the conceptual spaces-approach shows the failure of the formalistic thesis and calls for a unified model of rational inference centered on semantics. The last chapter of the thesis focuses on how inference and concepts interact in scientific reasoning, which constantly uses hybrid symbolic structures to represent conceptual information
45
Yamanaka, Otávio Yoshio. "Estudo das concepções e competências dos professores: a passagem da aritmética à introdução da representação algébrica nas séries iniciais do ensino fundamental." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/11418.
Full textAbstract:
Made available in DSpace on 2016-04-27T16:58:58Z (GMT). No. of bitstreams: 1
OTAVIO YOSHIO YAMANAKA.pdf: 13120911 bytes, checksum: ee8005677f56e81cb7fa2fb8137d7e07 (MD5)
Previous issue date: 2009-10-15Secretaria da Educação do Estado de São Paulo
The purpose of this study was to investigate the way the teacher conceives a transition between the developed arithmetical concepts to an introduction of algebraic representation in the first grades of Elementary School and also which are the actions that he or she will unleash in order for this transition or passage to happen. So, the teacher s conceptions were researched as for the problem elaboration of additive and multiplicative structures, as well as competences related to the solving of certain problem and its algebraic representation as basis in a simple linear equation. For such, the theoretical foundation used was the Conceptual Fields Theory from Gerard Vernaud, focusing specifically on the Additive and Multiplicative Conceptual Fields, and also the ideas from Ponte (1992) and Tall & Vinner (1981). The research methodological approach is qualitative, making use of statistical instruments to show the data analyzed. As for the purpose it is descriptive with diagnostic outlining, having as a diagnosing tool an inquiry. For the data survey, two kinds of inquiries, being one for the teachers working in the first grades of Elementary School and other for students of the teaching credential course in Pedagogy. These inquiries correspond to three different parts, being, (1) Profile, (2) Conceptions and (3) Competences. The analysis of the obtained result was done quantitative and qualitatively and following the same order in which the tools were composed. The results showed that the teachers conceive problems related to additive structures to groups of Composition and Transformation of two measures. For the multiplicative structures the problems were elaborated basically of quaternary structures. In relation to the competences, the subjects are more familiar and have more familiarity when dealing with arithmetical representations, having a complex competence in relation to the algebraic focus that might be classified as an elementary competence
Este estudo teve por objetivo investigar a maneira pela qual o professor concebe uma transição entre os conceitos aritméticos desenvolvidos para uma introdução da representação algébrica nas séries iniciais do Ensino Fundamental e também quais são as ações que este desencadeará para que tal transição ou passagem seja efetuada. Neste sentido, foram pesquisadas as concepções dos professores quanto à elaboração de problemas de estruturas aditivas e multiplicativas, bem como as competências relacionadas à resolução de certos problemas e sua representação algébrica com base em uma equação linear simples. Para tal, a fundamentação teórica utilizada foi a Teoria dos Campos Conceituais de Gerard Vergnaud, focando especificamente os Campos Conceituais Aditivos e Multiplicativos, e também as idéias de Ponte (1992) e de Tall e Vinner (1981). O enfoque metodológico da pesquisa apresenta uma abordagem quanti-qualitativa, valendo-se de instrumentos estatísticos para retratar os dados analisados. Quanto ao objetivo é descritiva com um delineamento diagnóstico, tendo como instrumento desse diagnóstico foram utilizados dois questionários. Esses questionários compreenderam três partes distintas, a saber, (1) Perfil, (2) Concepções e (3) Competências. A análise dos resultados obtidos foi realizada quantitativa e qualitativamente e seguindo a mesma ordem em que foram compostos estes instrumentos. Os resultados mostraram que os sujeitos concebem problemas relacionados às situações prototípicas e às primeiras extensões de problemas de estruturas aditivas relacionadas às classes de Composição e Transformação de duas medidas. Para as estruturas multiplicativas foram elaborados problemas basicamente de estruturas quaternárias. Em relação às competências, os sujeitos estão mais familiarizados e têm maior desenvoltura quanto ao trato das representações aritméticas, possuindo uma competência em relação ao enfoque algébrico que se pode classificar como competência elementar
46
Ben, salem Yosra. "Fusion d'images multimodales pour l'aide au diagnostic du cancer du sein." Thesis, Ecole nationale supérieure Mines-Télécom Atlantique Bretagne Pays de la Loire, 2017. http://www.theses.fr/2017IMTA0062/document.
Full textAbstract:
Le cancer du sein est le cancer le plus répandu chez les femmes de plus de 40 ans. En effet, des études ont montré qu'une détection précoce et un traitement approprié du cancer du sein augmentent de manière significative les chances de survie. La mammographie constitue le moyen d'investigation le plus utilisé dans le diagnostic des lésions mammaires. Cependant, cette technique peut être insuffisante pour montrer les structures du sein et faire apparaître les anomalies présentes et le médecin peut faire appel à d'autres modalités d'imagerie telle que l'imagerie IRM. Ces modalités sont généralement complémentaires. Par conséquent, le médecin procède à une fusion mentale des différentes informations sur les deux images dans le but d'effectuer le diagnostic adéquat. Pour assister le médecin et l'aider dans ce processus, nous proposons une solution permettant de fusionner les deux images. Bien que l'idée de la fusion paraisse simple, sa mise en oeuvre pose de nombreux problèmes liés non seulement au problème de fusion en général mais aussi à la nature des images médicales qui sont généralement des images mal contrastées et présentant des données hétérogènes, imprécises et ambigües. Notons que les images mammographiques et les images IRM présentent des représentations très différentes des informations, étant donnée qu'elles sont prises dans des conditions distinctes. Ce qui nous amène à poser la question suivante: Comment passer de la représentation hétérogène des informations dans l'espace image, à un autre espace de représentation uniforme. Afin de traiter cette problématique, nous optons pour une approche de traitement multi-niveaux : niveau pixel, niveau primitives, niveau objet et niveau scène. Nous modélisons les objets pathologiques extraits des différentes images par des ontologies locales. La fusion est ensuite effectuée sur ces ontologies locales et résulte en une ontologie globale contenant les différentes connaissances sur les objets pathologiques du cas étudié. Cette ontologie globale sert à instancier une ontologie de référence modélisant les connaissances du diagnostic médical des lésions mammaires. Un raisonnement à base de cas est exploité pour fournir les rapports diagnostic des cas les plus similaires pouvant aider le médecin à prendre la meilleure décision. Dans le but de modéliser l'imperfection des informations traitées, nous utilisons la théorie des possibilités avec les différentes ontologies. Le résultat fourni est présenté sous forme de rapports diagnostic comportant les cas les plus similaires au cas étudié avec des degrés de similarité exprimés en mesures de possibilité. Un modèle virtuel 3D complète le rapport diagnostic par un aperçu simplifié de la scène étudiéeThe breast cancer is the most prevalent cancer among women over 40 years old. Indeed, studies evinced that an early detection and an appropriate treatment of breast cancer increases significantly the chances of survival. The mammography is the most tool used in the diagnosis of breast lesions. However, this technique may be insufficient to evince the structures of the breast and reveal the anomalies present. The doctor can use additional imaging modalities such as MRI (Magnetic Reasoning Image). Therefore, the doctor proceeds to a mental fusion of the different information on the two images in order to make the adequate diagnosis. To assist the doctor in this process, we propose a solution to merge the two images. Although the idea of the fusion seems simple, its implementation poses many problems not only related to the paradigm of fusion in general but also to the nature of medical images that are generally poorly contrasted images, and presenting heterogeneous, inaccurate and ambiguous data. Mammography images and IRM images present very different information representations, since they are taken under different conditions. Which leads us to pose the following question: How to pass from the heterogeneous representation of information in the image space, to another space of uniform representation from the two modalities? In order to treat this problem, we opt a multilevel processing approach : the pixel level, the primitive level, the object level and the scene level. We model the pathological objects extracted from the different images by local ontologies. The fusion is then performed on these local ontologies and results in a global ontology containing the different knowledge on the pathological objects of the studied case. This global ontology serves to instantiate a reference ontology modeling knowledge of the medical diagnosis of breast lesions. Case-based reasoning (CBR) is used to provide the diagnostic reports of the most similar cases that can help the doctor to make the best decision. In order to model the imperfection of the treated information, we use the possibility theory with the ontologies. The final result is a diagnostic reports containing the most similar cases to the studied case with similarity degrees expressed with possibility measures. A 3D symbolic model complete the diagnostic report with a simplified overview of the studied scene
47
Rampe, Miranda, and Patricia Tuvesson. "Hur ser man bråk? : en studie om visuella representationer av bråk." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-18963.
Full textAbstract:
I denna studie undersöker vi matematiklärares olika synsätt utifrån deras erfarenheter kring visuella representationer och aspekter av bråk. Lärare intervjuades om en uppsättning problem som deras elever fick lösa, vilka var de metoderna som användes. Vi undersöker därav även om det finns några samband mellan klassresultaten och matematiklärarnas olika synsätt. Tre olika teorier användes som ramverk vid både metodövervägandet och analysen; Fyra utvecklingsstadier vid inlärning med representationer, fem aspekter av bråk och pedagogical content knowledge. Resultaten visar att det finns likheter och skillnader i deltagande lärares synsätt. Några likheter var att alla deltagande lärare finner visuella representationer att vara ett användbart hjälpmedel vid utveckling av elevers förståelse samt att de alla uttrycker en större bekantskap med aspekten del-helhet jämfört med de övriga aspekterna. Några skillnader mellan lärarnas synsätt var att de har olika inställningar till huruvida bråk uppfattas som svårt för eleverna men också i vilken utsträckning visuella representationer ska användas i årskurs 9. Vid analys av klassresultaten finner vi några samband där eleverna har svårare för uppgifter med areamodeller som inte är indelade i lika stora delar, uppgifter med tallinjer och uppgifter där eleverna ska uttrycka sig med ord. Lärarnas kommentarer till detta är att eleverna saknar förståelse för den matematik som ska användas och att eleverna på så sätt använder en felaktig metod. Lärarna kommenterar även att vissa uppgifter i studien kräver en större begreppsförståelse vilket påverkar elevernas resultat på uppgifterna.In this study we examine mathematics teacher’s verity in their reasoning and their different perspectives about visual representations and sub-constructs of fractions. Teachers were interviewed about task that their students solved, which were the methods used in this study. Therefor we also examine if there are any correlations between the teacher’s different perspectives of visual representations and the classes results on fraction tasks. The study was based on three theoretical frameworks; Four stages through the use of representations, five sub-constructs of fraction and pedagogical content knowledge. The methodological consideration and analysis were based on these theories. The result showed that there were some similarities and differences in the teacher’s reasoning. A similarity was that all participated teachers found visual representations as a helpful tool when teaching fractions for student’s conceptual understanding. Another similarity was that all teachers were more familiar with the part-whole sub-construct than the other subconstructs of fraction. Some differences in the teacher’s reasoning were if they found fraction difficult or not for the students and in which extent visual representation should be used in the ninth grade. When the class results were analyzed some connections were found. Student have difficulties with tasks where area models are not equaled partitioned, with tasks related to number lines and to tasks were the students must change from a visual to a textual representation. According to the teachers comments these difficulties accurse due to that the students lacks a curtain mathematical understanding that is required when solving these tasks. This leads to the use of an inaccurate method. The teacher’s also comments that some tasks in this study requires a higher conceptual understanding which affects the classes’ results.
48
Shah, Raza. "Property inference decision-making and decision switching of undergraduate engineers : implications for ideational diversity & fluency through movements in a Cartesian concept design space." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/278700.
Full textAbstract:
Design fixation is a phenomenon experienced by professional designers and engineering design students that stifles creativity and innovation through discouraging ideational productivity, fluency and diversity. During the design idea and concept generation phase of the design process, a reliance on perceptual surface feature similarities between design artefacts increases the likelihood of design fixation leading to design duplication. Psychologists, educators and designers have become increasingly interested in creative idea generation processes that encourage innovation and entrepreneurial outcomes. However, there is a notable lack of collaborative research between psychology, education and engineering design particularly on inductive reasoning of undergraduate engineering students in higher education. The data gathered and analysed for this study provides an insight into property inference decision-making preferences and decision switching (SWITCH) patterns of engineering undergraduates under similarity-based inductive judgements [SIM] and category-based inductive judgements [CAT]. For this psychology experiment, property induction tasks were devised using abstract shapes in a triad configuration. Participants (N = 180), on an undergraduate engineering programme in London, observed a triad of shapes with a target shape more similar-looking to one of two given shapes. Factors manipulated for this experiment included category alignment, category group, property type and target shape. Despite the cognitive development and maturation stage of undergraduate engineers (adults) in higher education, this study identified similarity-based inductive judgements [SIM] to play a significant role during inductive reasoning relative to the strength of category-based inductive judgements [CAT]. In addition to revealing the property inference decision-making preferences of a sample of undergraduate engineers (N = 180), two types of switch classification and two types of non-switch classification (SWITCH) were found and named SIM_NCC, SIM-Salient, Reverse_CAT and CAT_Switching. These different classifications for property inference switching and non-switching presented a more complex pattern of decision-making driven by the relative strength between similarity-based inductive judgements [SIM] and category-based inductive judgements [CAT]. The conditions that encouraged CAT_Switching is of particular interest to design because it corresponds to inference decision switching that affirms the sharing of properties between dissimilar-looking shapes designated as category members, i.e., in a conflicting category alignment condition (CoC). For CAT_Switching, this study found a significant interaction between a particular set of conditions that significantly increased the likelihood of property inference decisions switching to affirm the sharing of properties between dissimilar-looking shapes. Stimuli conditions that combined a conflicting category alignment condition (where dissimilar-looking shapes belong to the same category) with category specificity, a causal property and a target shape with merged (or blended) perceptual surface features significantly increased the likelihood of a property inference decision switching. CAT_Switching has important implications for greater ideational productivity, fluency and diversity to discourage design fixation within the conceptual design space. CAT_Switching conditions could encourage more creative design transformations with alternative design functions through inductive inferences that generalise between dissimilar artefact designs. The findings from this study led to proposing a Cartesian view of the concept design space to represent the possibilities for greater movements through flexible and expanding category boundaries to encourage conceptual combinations, greater ideational fluency and greater ideational diversity within a configuration design space. This study has also created a platform for further research into property inference decision-making, ideational diversity and category boundary flexibility under stimuli conditions that encourage designers and design students to make inductive generalisations between dissimilar domains of knowledge through a greater emphasis on causal relations and semantic networks.
49
Stahovich, Thomas F. "SketchIT: A Sketch Interpretation Tool for Conceptual Mechanical Design." 1996. http://hdl.handle.net/1721.1/6773.
Full textAbstract:
We describe a program called SketchIT capable of producing multiple families of designs from a single sketch. The program is given a rough sketch (drawn using line segments for part faces and icons for springs and kinematic joints) and a description of the desired behavior. The sketch is "rough" in the sense that taken literally, it may not work. From this single, perhaps flawed sketch and the behavior description, the program produces an entire family of working designs. The program also produces design variants, each of which is itself a family of designs. SketchIT represents each family of designs with a "behavior ensuring parametric model" (BEP-Model), a parametric model augmented with a set of constraints that ensure the geometry provides the desired behavior. The construction of the BEP-Model from the sketch and behavior description is the primary task and source of difficulty in this undertaking. SketchIT begins by abstracting the sketch to produce a qualitative configuration space (qc-space) which it then uses as its primary representation of behavior. SketchIT modifies this initial qc-space until qualitative simulation verifies that it produces the desired behavior. SketchIT's task is then to find geometries that implement this qc-space. It does this using a library of qc-space fragments. Each fragment is a piece of parametric geometry with a set of constraints that ensure the geometry implements a specific kind of boundary (qcs-curve) in qc-space. SketchIT assembles the fragments to produce the BEP-Model. SketchIT produces design variants by mapping the qc-space to multiple implementations, and by transforming rotating parts to translating parts and vice versa.
50
Lee, Chin-Kuen, and 李錦坤. "The Effects of Web-based Scientific Reasoning on Elementary Students’ Conceptual Reconstruction of Combustion and Reasoning." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/32224940077936301530.
Full textAbstract:
碩士國立交通大學
理學院網路學習碩士在職專班
93
The design of this research was based on the theories of Dual Situated Learning Model (DSLM), scientific reasoning and web-based learning. A serial of lessons about “combustion” for elementary students was developed based on the above theories. The purpose of this study was to investigate the effects of the instructional approach (the web-based lesson incorporating with DSLM and scientific reasoning theories and the conventional), the level of academic achievement in science (high achievers and low achievers) and the stage of scientific reasoning ability (pre-concrete operational, post-concrete operational, and transitional) on the construction of concepts involving combustion and on the promoting of reasoning ability. Sixty-two elementary students (2 classes) participated in the study. One class, the experiment group, received the web-based scientific reasoning lessons for 6 weeks, and the other class, the control group, received the traditional lessons for the same period of time. The data analyses comprised three major parts. In the first part, the differences of conceptual construction and reasoning between the experimental and control group was compared. This was achieved by the MANCOVA results of the pre- post- and retention test scores of the Combustion Cognitive Achievement Test, the Reasoning Test of Combustion, and the Scientific Reasoning Test. In the second part, the interviews conducted before, immediate and six weeks respectively after the intervention were analyzed to compare the differences of conceptual construction and reasoning between the experimental and control group. In the third part, the conceptual construction and reasoning development of the experimental group was examined with the data collected during the learning activities of the web-based lessons. The MANCOVA results revealed the experimental group students significantly outperformed the control group students, regardless of their initial levels of academic achievement in science (high achievers, middle achievers or low achievers) or their stage of scientific reasoning ability (pre-concrete operational, post-concrete operational, transitional), in the results of the Combustion Cognitive Achievement Test, the Reasoning Test of Combustion, and the Scientific Reasoning Test. In addition, the test scores evidenced that there was a better immediate effect and also a superior retaining effect on the experimental group. The interview transcripts were analyzed with the flow map method. The statistical analysis results revealed that the experimental group had a significantly better performance than the control group in the quantity of conceptual change and the scores of correct concepts in most questions. Moreover, the experimental group demonstrated significantly higher levels of scientific reasoning skill (Elaboration, Justification and Explanation) than the control group (Generativity). The analysis of the data collected during the experimental group’s learning process, indicated that the average successful conceptual change rate ranged from 50% to 100%, and there was a percentage higher than 80% that the students’ reasoning skill was improved or sustained after each learning event. The above findings support that the web-based lessons incorporating with the DSLM and scientific reasoning theories are effective to enhance students’ construction of scientific concepts, to facilitate conceptual change, and to promote developing reasoning skills.