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Spatial Thinking And External Representation
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Book Synopsis Spatial Thinking and External Representation by : Matthias Schemmel (Ed.)
Download or read book Spatial Thinking and External Representation written by Matthias Schemmel (Ed.) and published by . This book was released on 2016 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Spatial knowledge takes different forms in different societies and at different times in history depending on the spatial experiences accounted for and the available means for the external representation of knowledge. The volume presents and analyses manifestations of spatial thinking in the language and practices of recent non-literate societies, in the administrative institutions of early civilizations, in discursive contexts of ancient Greece and China, in early modern natural philosophy and metaphysics, and in twentieth-century physics, and discusses their historical and structural relations.
Book Synopsis Learning to Think Spatially by : National Research Council
Download or read book Learning to Think Spatially written by National Research Council and published by National Academies Press. This book was released on 2005-02-03 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.
Book Synopsis Space in Mind by : Daniel R. Montello
Download or read book Space in Mind written by Daniel R. Montello and published by MIT Press. This book was released on 2014-11-21 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading researchers offer a range of disciplinary perspectives on the implications of spatial thinking and reasoning for education and learning. The current “spatial turn” in many disciplines reflects an emerging scholarly interest in space and spatiality as central components in understanding the natural and cultural worlds. In Space in Mind, leading researchers from a range of disciplines examine the implications of research on spatial thinking and reasoning for education and learning. Their contributions suggest ways in which recent work in such fields as spatial cognition, geographic information systems, linguistics, artificial intelligence, architecture, and data visualization can inform spatial approaches to learning and education. After addressing the conceptual foundations of spatial thinking for education and learning, the book considers visualization, both external (for example, diagrams and maps) and internal (imagery and other mental spatial representations); embodied cognition and spatial understanding; and the development of specific spatial curricula and literacies. Contributors Kinnari Atit, John Bateman, Ruth Conroy Dalton, Ghislain Deslongchamps, Bonnie Dixon, Roger M. Downs, Daniel R. Montello, Christian Freksa, Michael F. Goodchild, Karl Grossner, Mary Hegarty, Scott R. Hinze, Christoph Hölscher, Alycia M. Hund, Donald G. Janelle, Sander Lestrade, Evie Malaia, Nora S. Newcombe, David N. Rapp, Thomas F. Shipley, Holger Schultheis, Mary Jane Shultz, Diana Sinton, Mike Stieff, Thora Tenbrink, Basil Tikoff, Dido Tsigaridi, David Waller, Ranxiao Frances Wang, Ronnie Wilbur, Kenneth C. Williamson, Vickie M. Williamson
Book Synopsis Discipline-Based Education Research by : National Research Council
Download or read book Discipline-Based Education Research written by National Research Council and published by National Academies Press. This book was released on 2012-08-27 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
Book Synopsis Teaching and Learning Spatial Thinking with Young Students by : Peta Spencer
Download or read book Teaching and Learning Spatial Thinking with Young Students written by Peta Spencer and published by . This book was released on 2017 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research suggests spatial thinking is fundamental to mathematics learning (Bronowski, 1947; Clements & Sarama, 2007, 2011), and acts as a predictor for future mathematical achievement levels (Battista, 1990; Gunderson et al., 2012). However, research with regard to spatial thinking is almost non-existent in early years mathematics classrooms (Bruce, Moss, & Ross, 2012; Clements & Sarama, 2011; Newcombe & Frick, 2010; Sarama & Clements, 2009, 2011; Stipek, 2013), and how to teach it in these contexts has received little attention. Fewer studies again have focused on the use of virtual manipulatives in influencing young students' spatial thinking (Highfield & Mulligan, 2007; Ng & Sinclair, 2015). Despite a recent surge in studies exploring the influence of virtual manipulatives in mathematics classrooms, little is known about how these manipulatives compare to physical manipulatives, especially in regard to the changes that occur in the social interactions between teacher and students during the learning process. To date, there has been no comparative study conducted that explores the influence of different external representations (e.g., physical manipulatives and virtual manipulatives) on both the teaching and the learning aspects within mathematics classrooms. The purpose of this research is to explore the use of external representations (i.e., physical manipulatives as compared to virtual manipulatives) in the mathematics classroom and how these representations support young, disadvantaged students' spatial thinking. The use of manipulatives is a common starting point for the teaching and learning of spatial thinking. Previous research on manipulative use (both physical and virtual) in mathematics education has yielded positive results with regard to student learning (Clements, 1999; Heddens, 1997; Highfield & Mulligan, 2007; Riconscente, 2013; Siemon et al., 2011; Warren, 2006; Warren & Miller, 2013). Recent studies indicate that these newer digital technologies promote interactions between visual and kinaesthetic learning, which have been shown to support the teaching and learning of spatial thinking (Battista, 2008; Bruce, McPherson, Sabeti, & Flynn, 2011; Clements & Sarama, 2011; Highfield & Mulligan, 2007; Jorgensen & Lowrie, 2012; Sinclair, de Freitas, & Ferrara, 2013; Sinclair & Moss, 2012). However, results from comparative studies between physical manipulatives and virtual manipulatives have been varied (e.g., Brown, 2007; Olkum, 2003; Suh, 2005). It is proposed that different types of manipulatives influence the teaching and learning of spatial thinking in different ways. By viewing the learning of spatial thinking through a sociocultural perspective, aspects of the teaching and learning of spatial learning in mathematics classrooms can be scrutinised. A review of the literature generated two research questions that informed the research design of this study. These were: 1. What influence do different external representations (e.g., physical manipulatives and virtual manipulatives) have on young students' learning of spatial thinking? 2. What changes occur in the teaching and learning of spatial thinking when using different external representations (e.g., physical manipulatives and virtual manipulatives)? Given that the study focused on exploring students' spatial thinking as they construct their knowledge from the interactions they experience with external representations, an interpretive paradigm was an appropriate epistemological, ontological and methodological stance adopted for the research. Vygotsky's (1978) sociocultural theory provided a lens to interpret the interaction between teacher and students. Practical application of this theory permitted a narrowing lens to pinpoint particular aspects of the teaching of spatial thinking and students' learning of spatial thinking. Within this study, these practical applications included the use of Anghileri's “hierarchy of scaffolding practices” (2006) and Sfard's “commognitive approach” (2008). The methodology for the study included teaching experiments. Data collection methods incorporated the use of pre-test, post-test and post post-testing using spatial testing material and observations of lessons from a teaching experiment (n = 68) comprising six lessons (three based on spatial orientation concepts and three based on spatial visualisation concepts). Findings from this study provide further insights into the teaching and learning of spatial thinking. First, the use of manipulatives (either physical or virtual) appears to be important to students' learning of spatial thinking. Furthermore, the use of virtual manipulatives increases the communicative functions used by students, thus benefiting their spatial thinking. Second, teachers need to be able to instantaneously access deep content and pedagogical knowledge in order to maintain their role as “more knowledgeable other” and continually contribute to the teaching and learning of spatial thinking. Finally, teaching and learning appears to be positively influenced when both the teacher and students are major contributors to the classroom discourse.This study contributes to the understanding of how different external representations influence the teaching and learning of spatial thinking. Theoretical contributions to new knowledge include a hypothesised theory on the interaction between teacher, student and manipulatives type. Implications for future classroom practice include placing importance on the use of manipulatives and communication in mathematics classrooms. Furthermore, teachers need to be aware that their ability to instantaneously access deep levels of content and pedagogical knowledge to further develop students' spatial thinking is essential and that for optimum learning to occur, both the teacher and students need to be major contributors to the teaching and learning process.
Book Synopsis Learning to Think Spatially by : National Research Council
Download or read book Learning to Think Spatially written by National Research Council and published by National Academies Press. This book was released on 2005-01-03 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.
Book Synopsis The Cambridge Handbook of Visuospatial Thinking by : Priti Shah
Download or read book The Cambridge Handbook of Visuospatial Thinking written by Priti Shah and published by Cambridge University Press. This book was released on 2005-07-18 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ability to navigate across town, comprehend an animated display of the functioning of the human heart, view complex multivariate data on a company's website, or to read an architectural blueprint and form a three-dimensional mental picture of a house are all tasks involving visuospatial thinking. The field of visuospatial thinking is a relatively diverse interdisciplinary research enterprise. An understanding of visuospatial thinking, and in particular, how people represent and process visual and spatial information, is relevant not only to cognitive psychology but also education, geography, architecture, medicine, design computer science/artificial intelligence, semiotics and animal cognition. The goal of this book, first published in 2005, is to present a broad overview of research on visuospatial thinking that can be used by researchers as well as students interested in this topic in both basic research and applied/naturalistic contexts.
Book Synopsis Diagrammatic Representation and Reasoning by : Michael Anderson
Download or read book Diagrammatic Representation and Reasoning written by Michael Anderson and published by Springer Science & Business Media. This book was released on 2011-06-27 with total page 575 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rise in computing and multimedia technology has spawned an increasing interest in the role of diagrams and sketches, not only for the purpose of conveying information but also for creative thinking and problem-solving. This book attempts to characterise the nature of "a science of diagrams" in a wide-ranging, multidisciplinary study that contains accounts of the most recent research results in computer science and psychology. Key topics include: cognitive aspects, formal aspects, and applications. It is a well-written and indispensable survey for researchers and students in the fields of cognitive science, artificial intelligence, human-computer interaction, and graphics and visualisation.
Book Synopsis Handbook on Planning and Complexity by : Gert de Roo
Download or read book Handbook on Planning and Complexity written by Gert de Roo and published by Edward Elgar Publishing. This book was released on 2020-06-26 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Handbook shows the enormous impetus given to the scientific debate by linking planning as a science of purposeful interventions and complexity as a science of spontaneous change and non-linear development. Emphasising the importance of merging planning and complexity, this comprehensive Handbook also clarifies key concepts and theories, presents examples on planning and complexity and proposes new ideas and methods which emerge from synthesising the discipline of spatial planning with complexity sciences.
Book Synopsis The Cambridge Handbook of Visuospatial Thinking by : Priti Shah
Download or read book The Cambridge Handbook of Visuospatial Thinking written by Priti Shah and published by Cambridge University Press. This book was released on 2005-07-25 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt: Publisher Description
Book Synopsis Historical Epistemology of Space by : Matthias Schemmel
Download or read book Historical Epistemology of Space written by Matthias Schemmel and published by Springer. This book was released on 2015-12-11 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monograph investigates the development of human spatial knowledge by analyzing its elementary structures and studying how it is further shaped by various societal conditions. By taking a thoroughly historical perspective on knowledge and integrating results from various disciplines, this work throws new light on long-standing problems in epistemology such as the relation between experience and preformed structures of cognition. What do the orientation of apes and the theory of relativity have to do with each other? Readers will learn how different forms of spatial thinking are related in a long-term history of knowledge. Scientific concepts of space such as Newton’s absolute space or Einstein’s curved spacetime are shown to be rooted in pre-scientific structures of knowledge, while at the same time enabling the integration of an ever expanding corpus of experiential knowledge. This work addresses all readers interested in questions of epistemology, in particular philosophers and historians of science. It integrates forms of spatial knowledge from disciplines including anthropology, developmental psychology and cognitive sciences, amongst others.
Book Synopsis Cognition Beyond the Brain by : Stephen J. Cowley
Download or read book Cognition Beyond the Brain written by Stephen J. Cowley and published by Springer. This book was released on 2018-07-20 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book challenges neurocentrism by advocating a systemic view of cognition based on investigating how action shapes the experience of thinking, placing interactivity at its heart. This systemic viewpoint makes three main claims. First, that many elaborate cognitive skills like language, problem solving and human-computer interaction (HCI) are based in sense-saturated coordination or interactivity. Second, interactivity produces a tightly woven scaffold of resources, some internal to the agent and others external, that elevates and transforms thinking. Third, human agents entwine brains, bodies and their surroundings as they manage multi-scalar dynamics. This new edition continues to demonstrate how a systemic perspective casts a productive light on thinking in applied domains such as crime scene analysis, the use of information technology in construction, and computer-meditated trusts and presents new studies on the cognitive ecology of the web, multi-scalar temporal and organisational cognition and the importance of interactive material engagement in digital architecture. Authors use various scales of the systemic viewpoint to illustrate how bodies and artefacts shape thinking, but in all cases the experience of materiality is meshed with activity that involves the world beyond the body. Cognition Beyond the Brain is a valuable reference for researchers, practitioners and graduate students within the fields of Computer Science, Psychology, Linguistics and Cognitive Sciences.
Book Synopsis Studying Visual and Spatial Reasoning for Design Creativity by : John S. Gero
Download or read book Studying Visual and Spatial Reasoning for Design Creativity written by John S. Gero and published by Springer. This book was released on 2014-11-09 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creativity and design creativity in particular are being recognized as playing an increasing role in the social and economic wellbeing of a society. As a consequence creativity is becoming a focus of research. However, much of this burgeoning research is distributed across multiple disciplines that normally do not intersect with each other and researchers in one discipline are often unaware of related research in another discipline. This volume brings together contributions from design science, computer science, cognitive science and neuroscience on studying visual and spatial reasoning applicable to design creativity. The book is the result of a unique NSF-funded workshop held in Aix-en-Provence, France. The aim of the workshop and the resulting volume was to allow researchers in disparate disciplines to be exposed to the other’s research, research methods and research results within the context of design creativity. Fifteen of the papers presented and discussed at the workshop are contained in this volume. The contributors come from Germany, Israel, Netherlands, Poland, Singapore, UK and USA, indicating the international spread of the research presented in this volume.
Book Synopsis The Evolution of Knowledge by : Jürgen Renn
Download or read book The Evolution of Knowledge written by Jürgen Renn and published by Princeton University Press. This book was released on 2022-05-03 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt: A fundamentally new approach to the history of science and technology This book presents a new way of thinking about the history of science and technology, one that offers a grand narrative of human history in which knowledge serves as a critical factor of cultural evolution. Jürgen Renn examines the role of knowledge in global transformations going back to the dawn of civilization while providing vital perspectives on the complex challenges confronting us today in the Anthropocene—this new geological epoch shaped by humankind. Renn reframes the history of science and technology within a much broader history of knowledge, analyzing key episodes such as the evolution of writing, the emergence of science in the ancient world, the Scientific Revolution of early modernity, the globalization of knowledge, industrialization, and the profound transformations wrought by modern science. He investigates the evolution of knowledge using an array of disciplines and methods, from cognitive science and experimental psychology to earth science and evolutionary biology. The result is an entirely new framework for understanding structural changes in systems of knowledge—and a bold new approach to the history and philosophy of science. Written by one of today's preeminent historians of science, The Evolution of Knowledge features discussions of historiographical themes, a glossary of key terms, and practical insights on global issues ranging from climate change to digital capitalism. This incisive book also serves as an invaluable introduction to the history of knowledge.
Book Synopsis Spatial Semiotics and Spatial Mental Models by : Martin Thiering
Download or read book Spatial Semiotics and Spatial Mental Models written by Martin Thiering and published by Walter de Gruyter GmbH & Co KG. This book was released on 2014-12-12 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents novel data from endangered languages and cultures that are ever so often still not focused on. It combines different disciplines to capture the intricacies of spatial orientation and navigation. Also, the interplay between culture through language and practices presents new insights in the importance of combining cognitive semantics with cognitive anthropology.
Book Synopsis Spatial Information Theory. Cognitive and Computational Foundations of Geographic Information Science by : C. Freksa
Download or read book Spatial Information Theory. Cognitive and Computational Foundations of Geographic Information Science written by C. Freksa and published by Springer Science & Business Media. This book was released on 1999-08-11 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the refereed proceedings of the International Conference on Spatial Information Theory, COSIT '99, held in Stade, Germany, in August 1999. The 30 revised full papers presented were carefully reviewed and selected from 70 submissions. The book is divided into topical sections on landmarks and navigation, route directions, abstraction and spatial hierarchies, spatial reasoning calculi, ontology of space, visual representation and reasoning, maps and routes, and granularity and qualitative abstraction.
Book Synopsis The Psychology of Learning and Motivation by :
Download or read book The Psychology of Learning and Motivation written by and published by Academic Press. This book was released on 2010-02-05 with total page 407 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Psychology of Learning and Motivation series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 51 includes chapters on such varied topics as emotion and memory interference, electrophysiology, mathematical cognition, and reader participation in narrative. Volume 51 of the highly regarded Psychology of Learning and Motivation series An essential reference for researchers and academics in cognitive science Relevant to both applied concerns and basic research
