Graphical representation of the informal knowledge and problem-based learning
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Published
Jan 1, 2008
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Abstract
Discussion of conceptual use of information technology in its representation of content in the educational field. It examines in particular the use of concept maps and Petri nets.
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Articles - Special Issue
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References
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Forte H. (2002), Insegnare e apprendere con le mappe concettuali, Immedia Editrice.
Gick M.L. (1986), Problem-solving strategies, Educational Psychologist 21(1-2), pp. 99-120.
Haldin-Herrgard T. (2000), Difficulties in diffusion of tacit knowledge in organizations, Journal of Intellectual Capital, 1(4), pp. 357-365.
Halimi S. (2006), The concept map as a cognitive tool for specialized information recall, Proceedings of the Second International Conference on Concept Mapping, pp. 213- 222.
Heller J.I., Reif F. (1984), Prescribing effective human problem-solving processes: problem description in physics, Cognition and Instruction, 1(2), pp. 177-216.
Lave J., Wenger E. (1991), Situated learning: legitimate peripheral participation, Cambridge University Press.
Nonaka I., Takeuchi H. (1995), The knowledge-creating company: how Japanese companies create the dynamics of innovation, Oxford University Press, New York.
Novak J.D. (1991), Clarify with concept maps, The Science Teacher, 58(7), pp. 45-49.
Novak J.D., Wandersee J. (eds) (1991), Special Issue on “Concept Mapping” of Journal of Research in Science Teaching, 28(10).
Peterson J.L. (1981), Petri net theory and the modelling of systems, Prentice- Hall, Inc., Englewood Cliffs, N.J.
Polanyi M. (1975), The tacit dimension, University of Chicago Press, Chicago.
Prusak L. (1994), How virtual communities enhance knowledge, Knowledge@Wharton, http://knowledge.wharton.upenn. edu/articles.cfm?catid=7&articleid =152 [accesso tramite membership gratuita – consultazione luglio 2008].
Quillian M.R. (1968), Semantic memory. In M. Minsky (ed), Semantic information processing, MIT Press, Cambridge.
Shipman F.M. (1993), Supporting knowledge-base evolution with incremental formalization, Technical Report CU-CS-658-93, Department of Computer Science, University of Colorado, USA.
Stein B. (2002), Design problemsolving by functional abstraction, http://www-is.informatik.unioldenburg. de/~sauer/puk2002/ papers/stein.pdf [consultazione luglio 2008]
Stokhof M.J.B. (2002), Meaning and interpretation, in Barker-Plummer D., Beaver D., van Benthem J. e Scotto di Luzio P. (eds) Words, Proofs, and Diagrams, CSLI Press, Stanford, CA.
Trentin G. (1991), Description of problem solving using Petri Nets, in Roy Winterburn (ed) Proceedings of the XXV AETT International Conference, Realizing Human Potential, AETT (Aspects of Educational and Training Technology), vol. XXIV, Kogan Page: London, pp. 122-128.
Trentin G. (2007), Graphic tools for knowledge representation and informal problem-based learning in professional online communities, Knowledge Organization, 34(4), pp.215-226.
van Lambalgen M., Hamm F. (2004), Moschovakis’ notion of meaning as applied to linguistics, in M. Baaz, S. Friedman, J. Krajicek (eds.) Logic Colloquium ‘01, ASL Lecture Notes in Logic, A.K. Peters Publishers. http://staff.science.uva.nl/~ michiell/docs/MoschWien.pdf [consultazione luglio 2008]
Wheeler T.J. (2006), Collaborative multidiscipline/multiscale analysis, modeling, simulation and integration in complex systems, Proceedings of the International Conference ICCSA 2006, Springer, Berlin/Heidelberg.
Ausubel D.P. (1963), The psychology of meaningful verbal learning, Grune and Stratton, New York.
Ausubel D.P. (1968), Educational psychology: a cognitive view, Holt, Rinehart & Winston, New York.
Bosch M. (2006), Ontologies, different reasoning strategies, different logics, different kinds of knowledge representation: working together, Knowledge Organization 33(3), pp. 153-159.
Cunningham D. J. (1991), Assessing construction and constructing assessments: a dialogue, Educational Technology, 31(5), pp. 38-45.
Donald J.G. (1987), Learning schemata: methods of representing cognitive, content and curriculum structures in higher education, Instructional Science, 16, pp.187- 211.
Forte H. (2002), Insegnare e apprendere con le mappe concettuali, Immedia Editrice.
Gick M.L. (1986), Problem-solving strategies, Educational Psychologist 21(1-2), pp. 99-120.
Haldin-Herrgard T. (2000), Difficulties in diffusion of tacit knowledge in organizations, Journal of Intellectual Capital, 1(4), pp. 357-365.
Halimi S. (2006), The concept map as a cognitive tool for specialized information recall, Proceedings of the Second International Conference on Concept Mapping, pp. 213- 222.
Heller J.I., Reif F. (1984), Prescribing effective human problem-solving processes: problem description in physics, Cognition and Instruction, 1(2), pp. 177-216.
Lave J., Wenger E. (1991), Situated learning: legitimate peripheral participation, Cambridge University Press.
Nonaka I., Takeuchi H. (1995), The knowledge-creating company: how Japanese companies create the dynamics of innovation, Oxford University Press, New York.
Novak J.D. (1991), Clarify with concept maps, The Science Teacher, 58(7), pp. 45-49.
Novak J.D., Wandersee J. (eds) (1991), Special Issue on “Concept Mapping” of Journal of Research in Science Teaching, 28(10).
Peterson J.L. (1981), Petri net theory and the modelling of systems, Prentice- Hall, Inc., Englewood Cliffs, N.J.
Polanyi M. (1975), The tacit dimension, University of Chicago Press, Chicago.
Prusak L. (1994), How virtual communities enhance knowledge, Knowledge@Wharton, http://knowledge.wharton.upenn. edu/articles.cfm?catid=7&articleid =152 [accesso tramite membership gratuita – consultazione luglio 2008].
Quillian M.R. (1968), Semantic memory. In M. Minsky (ed), Semantic information processing, MIT Press, Cambridge.
Shipman F.M. (1993), Supporting knowledge-base evolution with incremental formalization, Technical Report CU-CS-658-93, Department of Computer Science, University of Colorado, USA.
Stein B. (2002), Design problemsolving by functional abstraction, http://www-is.informatik.unioldenburg. de/~sauer/puk2002/ papers/stein.pdf [consultazione luglio 2008]
Stokhof M.J.B. (2002), Meaning and interpretation, in Barker-Plummer D., Beaver D., van Benthem J. e Scotto di Luzio P. (eds) Words, Proofs, and Diagrams, CSLI Press, Stanford, CA.
Trentin G. (1991), Description of problem solving using Petri Nets, in Roy Winterburn (ed) Proceedings of the XXV AETT International Conference, Realizing Human Potential, AETT (Aspects of Educational and Training Technology), vol. XXIV, Kogan Page: London, pp. 122-128.
Trentin G. (2007), Graphic tools for knowledge representation and informal problem-based learning in professional online communities, Knowledge Organization, 34(4), pp.215-226.
van Lambalgen M., Hamm F. (2004), Moschovakis’ notion of meaning as applied to linguistics, in M. Baaz, S. Friedman, J. Krajicek (eds.) Logic Colloquium ‘01, ASL Lecture Notes in Logic, A.K. Peters Publishers. http://staff.science.uva.nl/~ michiell/docs/MoschWien.pdf [consultazione luglio 2008]
Wheeler T.J. (2006), Collaborative multidiscipline/multiscale analysis, modeling, simulation and integration in complex systems, Proceedings of the International Conference ICCSA 2006, Springer, Berlin/Heidelberg.