Volume 14 · Number 3 · Pages 288–290
Knowledge Pieces, Causality in Complex Systems, and Computational Methods for Knowledge Analysis

Yu Guo

Log in download the full text in PDF

> Citation > Similar > References > Add Comment

Abstract

Open peer commentary on the article “Studying Conceptual Change in Classrooms: Using Association Rule Mining to Detect Changes in Students’ Explanations of the Effects of Urban Planning and Social Policy” by Arthur Hjorth & Uri Wilensky. Abstract: This commentary responds to Hjorth and Wilensky’s article by providing more literature and conversations on three themes: the piecemeal view of knowledge, the difficulties of identifying causality in complex systems, and some considerations on applying computational methods to knowledge analysis.

Citation

Guo Y. (2019) Knowledge pieces, causality in complex systems, and computational methods for knowledge analysis. Constructivist Foundations 14(3): 288–290. https://constructivist.info/14/3/288

Export article citation data: Plain Text · BibTex · EndNote · Reference Manager (RIS)

References

Carey S. (1988) Reorganization of knowledge in the course of acquisition. In: Strauss S. (ed.) Ontogeny, phylogeny, and historical development. Ablex, Norwood NJ: 1–27. ▸︎ Google︎ Scholar
Chi M. T. (2005) Commonsense conceptions of emergent processes: Why some misconceptions are robust. The Journal of the Learning Sciences 14(2): 161–199. ▸︎ Google︎ Scholar
diSessa A. A. & Sherin B. L. (1998) What changes in conceptual change? International Journal of Science Education 20(10): 1115–1191. ▸︎ Google︎ Scholar
Epstein J. M. (1999) Agent-based computational models and generative social science. Chapter 1 in: Generative social science: Studies in agent-based computational modeling. Princeton University Press, Princeton: 4–46. ▸︎ Google︎ Scholar
Krugman P. (1996) The self-organizing economy. Wiley-Blackwell, Hoboken NJ. ▸︎ Google︎ Scholar
Machamer P., Darden L. & Craver C. F. (2000) Thinking about mechanisms. Philosophy of Science 67(1): 1–25. ▸︎ Google︎ Scholar
Penner D. E. (2000) Explaining systems: Investigating middle school students’ understanding of emergent phenomena. Journal of Research in Science Teaching 37(8): 784–806. ▸︎ Google︎ Scholar
Sherin B. (2006) Common sense clarified: The role of intuitive knowledge in physics problem solving. Journal of Research in Science Teaching 43(6): 535–555. ▸︎ Google︎ Scholar
Sherin B. (2013) A computational study of commonsense science: an exploration in the automated analysis of clinical interview data. Journal of the Learning Sciences 22(4): 600–638. ▸︎ Google︎ Scholar
Smith C. L., Solomon G. E. A. & Carey S. (2005) Never getting to zero: Elementary school students’ understanding of the infinite divisibility of number and matter. Cognitive Psychology 51(2): 101–140. ▸︎ Google︎ Scholar
Smith J. P., diSessa A. A. & Roschelle J. (1993) Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences 3: 115–163. ▸︎ Google︎ Scholar
Vosniadou S. & Brewer W. F. (1992) Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology 24(4): 535–585. ▸︎ Google︎ Scholar
Wilensky U. & Resnick M. (1999) Thinking in levels: A dynamic systems approach to making sense of the world. Journal of Science Education and Technology 8(1): 3–19. ▸︎ Google︎ Scholar

Comments: 0

To stay informed about comments to this publication and post comments yourself, please log in first.