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Conceptual Representation (conceptual + representation)
Selected AbstractsConceptual representation of animacy and its perceptual and linguistic reflectionsDEVELOPMENTAL SCIENCE, Issue 1 2003Sandeep Prasada No abstract is available for this article. [source] Attainable reaction and separation processes from a superstructure-based methodAICHE JOURNAL, Issue 6 2003Patrick Linke Generic technology for the synthesis and optimization of integrated reaction and separation systems uses rich superstructure formulations comprising two types of generic synthesis units with flexible representation modes. A reactor/mass exchanger unit enables a detailed representation of the reaction and mass exchange phenomena. A conceptual representation of separation systems is facilitated through separation task units. All possible process designs featuring reaction, reactive separation, and separation are embedded in the superstructure formulations as combinations of generic units and their features. The design options are explored using stochastic optimization techniques suitable for this class of problems. The flexible representation framework enables technology applications to general process design, as well as design subproblems including reactor and reactive separator design. Four case studies demonstrate the ability of the methodology to address a wide variety of process systems and to deliver design novelty. [source] Promoting complex systems learning through the use of conceptual representations in hypermediaJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2009Lei Liu Abstract Studying complex systems is increasingly important in many science domains. Many features of complex systems make it difficult for students to develop deep understanding. Our previous research indicated that a function-centered conceptual representation is part of the disciplinary toolbox of biologists, suggesting that it is an appropriate representation to help students develop deep understanding. This article reports on the results of two experiments that investigate how hypermedia using a conceptual representation influences pre-service teachers' and middle school students' learning of a complex biological system, the human respiratory system. We designed two versions of instructional hypermedia based on the structure,behavior-function conceptual representation. One hypermedia was function-centered which emphasized the function and behavior of the system, whereas the other was focused on the structure of the system. We contrasted the instructional effectiveness of these two alternative conceptual representations. The results of both studies indicated that participants using the function-centered hypermedia developed deeper understanding than those using the structure-centered version. This proof-of-concept study suggests that the function-centered conceptual representation is a powerful way to promote complex systems understanding. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1023,1040, 2009 [source] Content Differences for Abstract and Concrete ConceptsCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 5 2005Katja Katja Wiemer-Hastings Abstract Concept properties are an integral part of theories of conceptual representation and processing. To date, little is known about conceptual properties of abstract concepts, such as idea. This experiment systematically compared the content of 18 abstract and 18 concrete concepts, using a feature generation task. Thirty-one participants listed characteristics of the concepts (i.e., item properties) or their relevant context (i.e., context properties). Abstract concepts had significantly fewer intrinsic item properties and more properties expressing subjective experiences than concrete concepts. Situation components generated for abstract and concrete concepts differed in kind, but not in number. Abstract concepts were predominantly related to social aspects of situations. Properties were significantly less specific for abstract than for concrete concepts. Thus, abstractness emerged as a function of several, both qualitative and quantitative, factors. [source] Promoting complex systems learning through the use of conceptual representations in hypermediaJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2009Lei Liu Abstract Studying complex systems is increasingly important in many science domains. Many features of complex systems make it difficult for students to develop deep understanding. Our previous research indicated that a function-centered conceptual representation is part of the disciplinary toolbox of biologists, suggesting that it is an appropriate representation to help students develop deep understanding. This article reports on the results of two experiments that investigate how hypermedia using a conceptual representation influences pre-service teachers' and middle school students' learning of a complex biological system, the human respiratory system. We designed two versions of instructional hypermedia based on the structure,behavior-function conceptual representation. One hypermedia was function-centered which emphasized the function and behavior of the system, whereas the other was focused on the structure of the system. We contrasted the instructional effectiveness of these two alternative conceptual representations. The results of both studies indicated that participants using the function-centered hypermedia developed deeper understanding than those using the structure-centered version. This proof-of-concept study suggests that the function-centered conceptual representation is a powerful way to promote complex systems understanding. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1023,1040, 2009 [source] | ||||||||||