Knowledge representation and learning. Theory of nuclear concepts
Abstract
The present investigation approached the problem of the concept of angle and the techniques needed to represent how pupils construct that concept in their cognitive structure during their years in school. We used the Pathfinder Associative Networks. This technique provided us with the data of the 458 networks of the participating students, using eleven concepts related to the general concept of angle.
Results showed how the pupil's cognitive structure evolutioned during instruction and what the most relevant concepts for them were. On the basis of the results, we have proposed what we call the "Theory of Nuclear Concepts" which offers a new focus to understanding how the processes of teaching and learning occur.
Key words: Cognitive structure, Knowledge representation, Geometry, Concept of angle, Pathfinder Associative Networks.
Citación recomendada | Recommended citation
Casas García, L.,
&
Luengo González, R.
(2004)
.
Knowledge representation and learning. Theory of nuclear concepts.
Revista Española de Pedagogía, 62(227).
https://www.revistadepedagogia.org/rep/vol62/iss227/13
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Palabras clave | Keywords
Cognitive structure, Knowledge representation, Geometry, Concept of angle, Pathfinder Associative Networks.
