Conceptual Structures

Abstract. In this paper we will discuss two different translations between RDF (Resource Description Format) and Conceptual Graphs (CGs). These translations will allow tools like Cogui and Cogitant to be able to import and export RDF(S) documents. The first translation is sound and ...

Images of the individuals about any matter are one of the most important factors influencing learning. In this regard, images have become of the mainly discussed matters in education. Teacher is one of the most important factors of education. Since teacher is a natural role model for students, students' "teacher" images influence their academic achievements, personality development, perspectives about science and nature. In this respect, it is highly important to reveal how biology teachers are perceived by the students. The purpose of this study is to reveal the images developed by high school teachers about biology teacher by means of the Draw a Biology Teacher Test. In line with this purpose, 254 high school students in Konya province were applied the "Draw a biology teacher" scale as a single question in the academic year 2016-2017. As a result of the analyses of the drawings, it was revealed that the biology teacher image of the students was rather a "biology teacher making site research in nature", a "biology teacher doing experiments in the laboratory", a "biology teacher using technology in the classroom". Additionally, the biology teachers had a camera, telescope and microscope in the student drawings. The results showed that there was a change in the students' traditional-stereotype biology teacher images.

The significance of the biodiversity in biology and environmental education has gradually increased in the last years. The main reason is the increasing of the effect of the human activities on the biodiversity and global environmental issues. The aim of this study is to analyze the ideas of the science student teachers on the biological diversity. The data was collected by means of free word association test from 143 science student teachers who are studying in an Education Faculty of a state university during the fall semester. The free association test revealed the conceptual frameworks of the participants regarding the biological diversity. The results indicated the lack of the awareness of the science student teachers regarding the thorough meaning of this concept despite their good knowledge of importance of the biological diversity. The results were discussed with the relevant literature and suggestions were developed. Key w ords: biological diversity, science student teacher...

Images of the individuals about any matter are one of the most important factors influencing learning. In this regard, images have become of the mainly discussed matters in education. Teacher is one of the most important factors of education. Since teacher is a natural role model for students, students’ “teacher” images influence their academic achievements, personality development, perspectives about science and nature. In this respect, it is highly important to reveal how biology teachers are perceived by the students. The purpose of this study is to reveal the images developed by high school teachers about biology teacher by means of the Draw a Biology Teacher Test. In line with this purpose, 254 high school students in Konya province were applied the “Draw a biology teacher” scale as a single question in the academic year 2016-2017. As a result of the analyses of the drawings, it was revealed that the biology teacher image of the students was rather a “biology teacher making sit...

This study tried to determine the conceptual comprehension of science teacher candidates on evolution. As part of this target, the Word Association Test was applied. This study was conducted with the participation of 146 teacher candidates studying in the Department of Science Education. Of the 146 teacher candidates, 89 mostly wrote the words; "evolution" (f=43), "Darwin" (f=36), and "ape" (f=10) as primary concepts in the word association test. This result illustrated that when the word "evolution" was pronounced, 61% of teacher candidates firstly remembered these three words as primary concepts. This study has demonstrated once more that there are misunderstandings and missing data on the evolutionary theory despite the past 156 years from the emergence of this theory.

For Sowa, "Knowledge representation is the application of logic and ontology to the task of constructing computable models for some domain " (p. xii). "This book is a general textbook of knowledge-base analysis and design, intended for anyone whose job is to analyze knowledge about the real world and map it to a computable form" (p. xi). From these statements, one may gather that Sowa takes knowledge representation to be a broader topic than a subarea of artificial intelligence, and, indeed, he says, "AI design techniques have converged with techniques from other fields, especially database and object-oriented systems," (p. xi) and he lists the "major knowledge representations" to be discussed as "rules, frames, semantic networks, object-oriented languages, Prolog, Java, SQL, Petri nets, and the Knowledge Interchange Format (KIF)" (p. xii), a broader list than most knowledge representation authors would employ. These are mostly discussed rather briefly. The major notations used throughout the book are predicate calculus and conceptual graphs. "Conceptual graphs are a two-dimensional form of logic that is based on the semantic networks of AI and the logical graphs of C. S. Peirce. Both notations are exactly equivalent in their semantics [more about this later in this review], and instructors may choose to use either or both in lectures and exercises" (p. xii). However, any instructor who does not like conceptual graphs and tries to ignore them will have a hard time fighting the proselytizing attitude of the book. The field of knowledge representation is usually called "knowledge representation and reasoning," because knowledge representation formalisms are useless without the ability to reason with them. Sowa acknowledges this, but gives much less attention to reasoning: "Although the focus of this book is on representation rather than reasoning, the choice of representation can have a major effect on the way the reasoning is carried out and on its ultimate success or failure" (p. 245). This book is "intended for anyone whose job is to analyze knowledge," and practitioners will find it useful. However, it is also designed for the student, and includes an extensive set of exercises at the end of each chapter and answers to selected exercises at the end of the book. Appendix C, "Extended Examples," contains several-page descriptions of several example applications that could be used as the specifications of longer projects. The rest of this review will discuss the book chapter by chapter, with appendices interspersed. The first chapter is an introduction to logic. Sowa shows himself as probably the most scholarly person writing about knowledge representation, in that he ties

Every object we think of or encounter, whether a natural or human-made, has a regular or irregular shape. In its own intrinsic conceptual design, it has elements of mathematics, science, engineering, and arts, etc., which are part of the object’s geometric shape, form and structure. Geometry is not only an important part of mathematics, but it is also an important part of daily life.  However, geometry is challenging for some students, even high-achieving students.  One way to help students understand geometry and its relevance in life is to engage students to discover them cognitively, then to research and identify them in real world examples and then to relate them to past, present, and future innovations that improved our way of thinking about ourselves and the world around us.  This interdisciplinary activity uses the Developmental Awareness Approach of Teaching and Learning (DAATL) to help students discover principles, acquire knowledge, and learn mathematical concepts includin...

Bu çalışmanın amacı endüstri meslek lisesi öğrencilerinin fonksiyon kavramını anlama düzeylerini belirlemek ve nümerik (liste yöntemi), geometrik (grafik) ve sembolik (denklem) temsillerle verilen bağıntıların fonksiyon olup olmadığını belirlemede ne kadar başarı olduklarını incelemektir. Çalışmanın katılımcılarını 130 onuncu sınıf öğrencisi oluşturmaktadır. Veriler iki bölümden oluşan bir test ve seçilen 10 öğrenciyle yapılan görüşmeler aracılığıyla derlenmiştir. Testin birinci kısmı küme eşlemesiyle tanımlanmış bir fonksiyon ve bu fonksiyonla ilgili sorular; ikinci kısmı ise bazıları fonksiyon olan bazıları ise fonksiyon olmayan denklem, liste ve grafik temsilleriyle verilmiş bağıntılar içermektedir. Verilerin analizi için içerik analizi yöntemi kullanılmıştır. Çalışmanın bulguları endüstri meslek lisesi öğrencilerinin çoğunlukla fonksiyonu "işlev/özellik" olarak tanımladıklarını; liste yöntemi, grafik veya denklem şeklinde verilen bağıntıların fonksiyon olup olmadığına karar vermede fonksiyonun matematiksel tanımını işlevsel kullanamadıklarını; fonksiyonun tanım, değer ve görüntü kümelerini bulma konusunda güçlüklerinin olduğunu göstermektedir.

This paper is a continuation of earlier studies involving practical experiments with students using various versions of the e-learning system, Syllog. It has been investigated to what extent such tools can be helpful for the students in e-learning and in the context of logic teaching in order to obtain a better understanding of syllogistic reasoning. The aim of the present paper is to discuss how we can design a new and better e-learning tool based on the experiences with Syllog so far.

Although concept maps have been found to be effective in science education research, these are critiqued for being informal due to informal usage of relation and attribute names thereby resulting in ambiguity. Refined concept mapping, a development over the regular concept mapping is an approach towards introducing rigor and parsimony in representing knowledge. The method proposed suggests to substitute the ambiguous relation names with well-defined relation names to concepts consistently while mapping a domain. We suggest the use of this method for introducing rigor in concept mapping and position it among the other models of knowledge representation in an inverse semantic spectrum.

The Internet is a giant semiotic system. It is a massive collection of Peirce's three kinds of signs: icons, which show the form of something; indices, which point to something; and symbols, which represent something according to some convention. But current proposals for ontologies and metadata have overlooked some of the most important features of signs. A sign has three aspects: it is (1) an entity that represents (2) another entity to (3) an agent. By looking only at the signs themselves, some metadata proposals have lost sight of the entities they represent and the agents  human, animal, or robot  which interpret them. With its three branches of syntax, semantics, and pragmatics, semiotics provides guidelines for organizing and using signs to represent something to someone for some purpose. Besides representation, semiotics also supports methods for translating patterns of signs intended for one purpose to other patterns intended for different but related purposes. This article shows how the fundamental semiotic primitives are represented in semantically equivalent notations for logic, including controlled natural languages and various computer languages.

Özel yetenekli öğrenciler çağdaşlarından daha hızlı düşünebilen, daha hızlı karar verebilen, birden çok akademik alanda yüksek başarıya sahip olabilen bireylerdir. Hem Türkiye’nin hem de dünyamızın geleceği için
büyük önem arz eden bu öğrencilerin, çevrelerini ve yaşadıkları dünyayı algılama şekillerinin ortaya çıkarılması önemlidir. Bu araştırmanın amacı, Millî Eğitim Bakanlığı tarafından genel zihinsel yetenek alanında özel
yetenekli olarak tanılanmış olan ortaokul öğrencilerinin sosyal bilgiler kavramına ilişkin zihinsel, bilişsel yapılarını ortaya çıkarmaktır. Bu amaçla araştırma da elde edilen veriler Kelime İlişkilendirme Testi aracılığıyla
toplanmıştır. Kelime ilişkilendirme testi fen, sosyal, eğitim alanları başta olmak üzere birçok akademik alanda kullanılmaktadır. Öğrencilerin farklı kavramlar üzerine düşünceleri kelime ilişkilendirme testi aracılığıyla
başarılı bir şekilde elde edilebilmektedir. Araştırma tarama modeline göre yapılmış betimsel bir çalışmadır. 2021-2022 Eğitim Öğretim yılında yapılan araştırmanın çalışma grubunu Türkiye’nin Akdeniz Bölgesi’ndeki
büyük bir şehrinde bulunan bir bilim ve sanat merkezinde öğrenim gören 93 öğrenci oluşturmaktadır. Öğrencilerin sosyal bilgilerle ilişkilendirdikleri ilk üç kavram sırasıyla ders, tarih ve coğrafya olmuştur. Araştırma sonucunda özel yetenekli öğrencilerin arasında sosyal bilgiler kavramına ilişkin herhangi bir kavram yanılgısı bulunmamaktadır. Yapılmış olan araştırmalarda normal okullarda okuyan öğrencilerde kavram yanılgıları ortaya çıkmıştır. Ancak araştırmamız neticesinde özel yetenekli öğrencilerde sosyal bilgiler ile ilgili olarak herhangi bir kavram yanılgısı ortaya çıkmamıştır. Kavram yanılgılarının azalmasına katkı sağlaması açısından özel yetenekli öğrencilerin öğrenim gördüğü Bilim ve Sanat Merkezlerinin felsefi yapısının diğer okullar içinde uygulanabilmesi önerilmektedir.

Bu çalışma, matematik öğretmen adaylarının denklem ve fonksiyon kavramları arasında nasıl bir ilişkinin olduğuna dair görüşlerini belirlemek amacıyla yapılmıştır. Denklem ve fonksiyon kavramları arasındaki benzerlik ve farklılıklara ilişkin öğrenci görüşlerinin daha kolay değerlendirilmesine olanak sağlayacak bir ölçüt geliştirmek için kapsamlı bir literatür taraması yapılmıştır. Ayrıca bu iki kavram ve aralarındaki ilişki ile ilgili 10 alan uzmanının görüşleri alınmıştır. Alan uzmanlarından alınan görüşler ve literatür ışığında denklem ve fonksiyon kavramları arasındaki benzerlik ve farklılıklarla ilgili 12 sorudan oluşan bir anket formu geliştirilmiştir. Bu form KTÜ Fatih Eğitim Fakültesi İlköğretim ve Ortaöğretim Matematik Öğretmenliği Bölümlerinde öğrenim gören 108 son sınıf öğrencisine uygulanmıştır. Öğretmen adaylarının formdaki sorulara vermiş oldukları cevaplar geliştirilen ölçüt esas alınarak doğru, yanlış ve boş kategorilerinde gruplandırılmış ve hem nitel hem de nicel olarak analiz edilmiştir. Ayrıca 6 öğretmen adayı ile konu hakkında yapılandırılmamış görüşmeler yapılmıştır. Çalışma sonucunda, öğretmen adaylarının fonksiyon ve denklem kavramlarını tanımlamakta zorlandıkları, ilişkilendiremedikleri ve hatta çoğunluğunun fonksiyonları denklemlerin bir alt kümesi olarak gördükleri sonucuna varılmıştır. Elde edilen sonuçlara dayalı olarak denklem ve fonksiyon kavramlarının öğretimine yönelik öneriler sunulmuştur.

Bu çalışma, matematik öğretmen adaylarının denklem ve fonksiyon kavramları arasında nasıl bir ilişkinin olduğuna dair görüşlerini belirlemek amacıyla yapılmıştır. Denklem ve fonksiyon kavramları arasındaki benzerlik ve farklılıklara ilişkin öğrenci görüşlerinin daha kolay değerlendirilmesine olanak sağlayacak bir ölçüt geliştirmek için kapsamlı bir literatür taraması yapılmıştır. Ayrıca bu iki kavram ve aralarındaki ilişki ile ilgili 10 alan uzmanının görüşleri alınmıştır. Alan uzmanlarından alınan görüşler ve literatür ışığında denklem ve fonksiyon kavramları arasındaki benzerlik ve farklılıklarla ilgili 12 sorudan oluşan bir anket formu geliştirilmiştir. Bu form KTÜ Fatih Eğitim Fakültesi İlköğretim ve Ortaöğretim Matematik Öğretmenliği Bölümlerinde öğrenim gören 108 son sınıf öğrencisine uygulanmıştır. Öğretmen adaylarının formdaki sorulara vermiş oldukları cevaplar geliştirilen ölçüt esas alınarak doğru, yanlış ve boş kategorilerinde gruplandırılmış ve hem nitel hem de nicel olarak analiz edilmiştir. Ayrıca 6 öğretmen adayı ile konu hakkında yapılandırılmamış görüşmeler yapılmıştır. Çalışma sonucunda, öğretmen adaylarının fonksiyon ve denklem kavramlarını tanımlamakta zorlandıkları, ilişkilendiremedikleri ve hatta çoğunluğunun fonksiyonları denklemlerin bir alt kümesi olarak gördükleri sonucuna varılmıştır. Elde edilen sonuçlara dayalı olarak denklem ve fonksiyon kavramlarının öğretimine yönelik öneriler sunulmuştur.

A rationale and proposal for developing a primer for teaching-learning of conceptual structures is presented. The skills required and developed by an engagement of constructing and analyzing conceptual structures are richer and easier to be dealt with in school education. The teaching-learning context of CS is fundamental and important enough to introduce the topics from logic, philosophy, computer science and linguistics. A proposal is made for the formation of a special interest group for the primer.

Because of the change in the middle school mathematics curriculum in Turkey, it is necessary to examine subject matter knowledge of pre-service elementary mathematics teachers about probability. This study is significant in terms of the Turkish mathematics education literature since it contributes to the future curriculum efforts for elementary mathematics education programs. Data were collected through face-to-face interviews which were focused on explanations about basic probability concepts and an instrument which was developed for evaluating content knowledge for probability of elementary mathematics teachers. Since mathematics teachers should have both procedural and conceptual knowledge regarding the concept taught, researcher aimed to understand to what extent pre-service elementary mathematics teachers are capable of conceptual and procedural knowledge needed for probability teaching. Findings showed that the 23 participants needed to develop their conceptual knowledge regarding probability and they tended to behave computational oriented while solving probability problems which showed also their higher procedural understanding. Besides, it was concluded that they couldn't make expected connections between probability and statistics concepts.

Bu araştırmanın amacı öğretmen adaylarının tek değişkenli fonksiyonların limiti kavramına yönelik işlemsel bilgilerinin incelenmesidir. Bu araştırmada öğretmen adaylarının limit kavramı ile ilgili sadece işlemsel bilgisi ele alınmıştır. Araştırmanın modeli temel nitel araştırma olup veri toplama aracı açık uçlu sorulardan oluşmaktadır. Bu çalışmada, elde edilen bulguların yorumlanmasında içerik analizi tekniği benimsenmiştir. Bu araştırmanın katılımcıları 2017-2018 eğitim öğretim yılı güz döneminde Türkiye' de bir devlet üniversitesinde İlköğretim Matematik Öğretmenliği Programında kayıtlı olan Analiz I dersini alan 30 öğretmen adayından oluşmuştur. Araştırmadan elde edilen veriler incelendiğinde öğretmen adaylarının genellikle fonksiyonun bir noktadaki limitini bulurken istenen noktayı fonksiyonda yerine yazdıkları, eşleniği ile çarparak ve cebirsel işlemler yaparak sonuca ulaşmayı tercih ettikleri görülmüştür. Öğretmen adayların tek değişkenli fonksiyonların sol, sağ limitini almada ve tanım değerini limit değerine eşitlemekte başarılı oldukları gözlenmiştir. Adaylar en çok tam değer fonksiyonunun limitini bulmada zorlanmışlardır. Bu durum; adayların tam değer fonksiyonu ile ilgili kavramsal bilgi eksikliğine sahip olmaları ile ilgilidir. Limit, fonksiyonun limiti alınan noktadaki değeri ile ilişkilendirilirse ezbere çözümler elde edilir. Bir fonksiyonun bir noktadaki limiti, fonksiyonun limiti alınan noktanın komşuluğundaki davranışı ile ilişkilendirilmelidir. Limit öğretiminde kavramsal ve işlemsel bilgi arasında denge kurulmalı ve ezbere yöntemlerden kaçınarak matematiksel düşünmenin gelişimini sağlayacak kavramsal öğrenmeyi destekleyen öğretim yöntemleri kullanılmalıdır.

The paper departs from the general problem of knowledge integration and the basic strategies that can be adopted to confront this challenge. With the purpose of providing a sound meta-theoretical framework to facilitate knowledge conceptualization and integration, as well as assessment criteria to evaluate achievements regarding knowledge integration, the paper first reviews the previous work in the field of conceptual spaces. It subsequently gives an overview of structural tools and mechanisms for knowledge representation, recapped in the modal stratified bond model of global knowledge. On these groundings, a novel formalized representation of conceptual systems, structures, spaces and algebras is developed through a set of definitions which goes beyond the exploration of mental knowledge representation and the semantics of natural languages. These two components provide a sound framework for the development of the glossaLAB international project with respect to its two basic objectives, namely (i) facilitating knowledge integration in general and particularly in the context of the general study of information and systems; (ii) facilitating the assessment of the achievements as regards knowledge integration in interdisciplinary settings. An additional article tackles the solutions adopted to integrate these results in the elucidation of the conceptual network of the general study of information and systems.

This paper is a study of various e-learning strategies for teaching basic ideas in logic. The focus is mainly on syllogistic validity and deduction. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do learning analytics based on log-data. The aim of the present paper is to investigate whether the Syllog e-learning tools can be helpful in logic teaching in order to obtain a better understanding of logic and argumentation in general and syllogisms in particular. Four versions of a course in basic logic involving different teaching methods will be compared. Both short-and longterm effects are discussed.

The perceptions of class teachers, who will deliver science education at the elementary school, of information and science are significant as these affect the quality of education received by children. The aim of this research is to determine perceptions of prospective class teachers of science. The sample group of the research consists of 120 prospective class teachers. Quantitative research method is employed, word association test is used in the research for data collecting. Findings are presented with conceptual networks and frequency tables. It has been determined that prospective teachers can make associations among the concepts of physical science, science, technology, experiment and scientific method whereas they cannot associate science education with science to an adequate level, and they have a part of the elements regarding nature of science. Some recommendations are given based on the research results.

In this paper, I report on a set of data which, so I believe, give evidence of current experience as being conceptualized on the basis of conceptual structures that originate from different time scales. The data are obtained by a procedure that shows features of think-aloud protocols and eye-tracking research. The text which is read is a narrative, an excerpt from Saint-Exupéry's Le Petit Prince. Five groups of readers, at different times and locations, were presented with the text in five different languages. They underlined the words for which something came to mind and jotted down responses in the margin of the one-page long text ad lib, in a time frame of ten minutes. Their responses, expressed by pictorial and written signs, testify to ways of perceiving elements in scenes and scenarios, in short, elements of the environment with which the readers interact at the moment of reading. When the jotted responses are correlated with the segmental positions in which they occur, regular patterns emerge, revealed by significant differences in response frequencies. The semantic properties of the linguistic material in these segmental positions signal the perceptual presence of (image-)schematic figure-ground relations that inhere in basic event structures. Different layers of semiosis, originating from different time scales, thus appear to simultaneously contribute to current experience, the latter being possible because of the expanded consciousness of the organism that discovered how to turn in on itself.

The purpose of this research is to examine the learning-related beliefs of prospective teachers who continue their education at university. Within this overall purpose of the study the following questions were tried to be answered: 1) what level is the prospective teachers’ beliefs about traditional and constructivist (cognitive, social and radical) learning? 2) Do the traditional and constructivist beliefs of prospective teachers differentiate significantly according to their gender, class and branches? This study was conducted in survey model with 293 female and 174 male, a total of 467 prospective teachers at Dicle University in the academic year of 2014-2015. As data collection tool “Belief Scale towards Learning” developed by Bay et al. (2012) was used. As the results of the study, it was found that the prospective teachers had adopted more constructivist beliefs than traditional beliefs; there is no statistically significant difference between the beliefs of the prospective te...

Information Retrieval (IR) systems assist users in finding information from the myriad of information resources available on the Web. A traditional characteristic of IR systems is that if different users submit the same query, the system would yield the same list of results, regardless of the user. Personalised Information Retrieval (PIR) systems take a step further to better satisfy the user's specific information needs by providing search results that are not only of relevance to the query but are also of particular relevance to the user who submitted the query. PIR has thereby attracted increasing research and commercial attention as information portals aim at achieving user loyalty by improving their performance in terms of effectiveness and user satisfaction. In order to provide a personalised service, a PIR system maintains information about the users and the history of their interactions with the system. This information is then used to adapt the users' queries or the results so that information that is more relevant to the users is retrieved and presented. This survey paper features a critical review of PIR systems, with a focus on personalised search. The survey provides an insight into the stages involved in building and evaluating PIR systems, namely: information gathering, information representation, personalisation execution, and system evaluation. Moreover, the survey provides an analysis of PIR systems with respect to the scope of personalisation addressed. The survey proposes a classification of PIR systems into three scopes: individualised systems, community-based systems, and aggregate-level systems. Based on the conducted survey, the paper concludes by highlighting challenges and future research directions in the field of PIR.

Students learning experiences were investigated in geometry lesson when using Dynamic Geometry Software (DGS) tool in geometry learning in 25 Ethiopian secondary students. The research data were drawn from the used worksheets, classroom observations, results of pre-and post-test, a questionnaire and interview responses. I used GeoGebra as a DGS tool with research questions relating to the aspects of (1) motivation, (2) interactions and discussions, (3) student-centered learning, (4) conceptual understanding, and (5) Problem _solving strategies. The questions were embedded in an instructional research intervention. The intervention comprised the use of worksheets and applets we developed through GeoGebra. The results showed that the use of a DGS tool with the presence of other factors, such as group work and the use of worksheets brought about certain changes in students 'learning experiences' of the geometrical concepts. Students were well motivated, but discussion and interaction were limited (due to time limitations) and results on students 'conceptual understanding' and problem-solving strategies were only partly satisfactory, but improved during the intervention.

Misconceptions of the limit concept were examined in 130 pre-engineering students in Dilla Universities. Questionnaire and Interview were deigned to explore students understanding of the idea of a limit of a function and to explore the cognitive schemes for the limit concept.The study employed a quantitative-descriptive or survey design. The empirical investigation was done in two phases. A questionnaire on the idea of a limit was given to 130 students during the first phase. During the second phase 14 interviews were conducted. Then, the results indicated that students in the study see a limit as unreachable, see a limit as an approximation, see a limit as a boundary, view a limit as a dynamic process and not as a static object, and are under the impression that a function will always have a limit at a point. Regarding the relationship between a continuous function and a limit were: Students think that a function has to be defined at a point to have a limit at that point. A function that is undefined at a certain point does not have a limit; Students think that when a function has a limit, then it has to be continuous at that point. Other misconceptions were: The limit is equal to the function value at a point, i.e. a limit can be found by a method of substitution, when one divides zero by zero, the answer is zero, Most of the students know that any other number divided by zero is undefined. The study concluded that many students' knowledge and understanding rest largely on isolated facts, routine calculation, memorizing algorithm, procedures and that their conceptual understanding of limits, continuity and infinity is deficient. The outstanding observation was that students see a limit as unreachable. This could be due to the language used in many books to describe limits for example 'tends to' and 'approaches'. Another view of a limit that the students have is that a limit is a boundary point. This could be because of their experience with speed limits, although that could always be exceeded. Lecturers ought to become aware of their students' understanding and possible misconceptions. Diagnosing the nature of students' conceptual problems enables lecturers to develop specific teaching strategies to address such problems and to enhance conceptual understanding.Finally, the study suggested that concepts such as limit, involves a construction process, students build on and modify their existing concept images. Lecturers, in teaching the topic of limit, could develop concepts first before embarking on techniques in problem solving. Students need to conceptualize first before applying the formula.

Abstract: The aim of this study is to determine the effect of the Van Hiele model based instruction process on the creative thinking levels of 6th grade primary school students. Pre test-post test matching control group quasi-experimental design was used in the study. Fifty five students enrolled in sixth grades during the 2005-2006 educational year formed the sample. The study was carried out with two groups. One of these groups was determined as the experimental group and the other was as the control group. While a teaching based on ...

This paper attempts to decompose the Motion event into such elements as Figure, Path, Vector, and Ground based upon Talmy's framework, which makes it possible to formally analyze and compare the lexical semantics of the deictic motion verbs within and across languages. It is shown that the difference in interpretations of the Path is attributable to the lexical specifications of both deictic motion verbs and locative phrases. It is argued that deictic motion verbs can be lexically specified for the entailment of arrival only if they express the Path eventually directed to the deictic center. A formal analysis is given based upon the HPSG framework in order to identify the elements of a Motion event contributed by each element of a verb phrase, and to determine the compositional fashion in which they are combined to give the interpretation of the verb phrase as a whole.

The purpose of this study is to investigate what kind of problems the third and fourth grade students at the Faculty of Science and Literature and the Faculty of Education have on defining the accumulation point, a central concept, knowing the concepts necessary for defining it and deciding where to use it. The study was carried out through the survey model. The data was collected through the Concept Information Form (CIF) from a total of 107 third and fourth grade students who studied Mathematics at the Faculty of Science and Literature and the Faculty of Education in an intermediately-populated city located in the Eastern Anatolia Region, Turkey, during the fall term of the educational year 2011-2012. A descriptive analysis was conducted on the data. It was concluded that students have problems on "defining the accumulation point", "knowing the concepts necessary for defining it" and "deciding where to use it".

The purpose of this study is to investigate what kind of problems the third and fourth grade students at the Faculty of Science and Literature and the Faculty of Education have on defining the accumulation point, a central concept, knowing the concepts necessary for defining it and deciding where to use it. The study was carried out through the survey model. The data was collected through the Concept Information Form (CIF) from a total of 107 third and fourth grade students who studied Mathematics at the Faculty of Science and Literature and the Faculty of Education in an intermediately-populated city located in the Eastern Anatolia Region, Turkey, during the fall term of the educational year 2011-2012. A descriptive analysis was conducted on the data. It was concluded that students have problems on "defining the accumulation point", "knowing the concepts necessary for defining it" and "deciding where to use it".

This paper considers whether and how motion events are expressed in Hebrew with the same or different frame structures and Frame Semantics concepts as in English and recorded in the FrameNet database a sample text from the Hebrew translation of The Hound of the Baskervilles, it presents a description of the expression of motion in Hebrew and compares it with that of English. Building upon Talmy's motion event typology concerning the expression of the path of movement of a figure with respect to a ground, the work lays a foundation for determining crosslinguistic differences in semantic realizations with respect to motion for Hebrew and English, and extends the investigation of validating FrameNet's implicit claims to a Semitic language.

Concept lattices are mathematical structures useful for many tasks in knowledge discovery and management. A concept lattice is basically obtained from binary data encoding the membership of some attributes to some objects. Dealing with complex data brings the important problem of discretization and the associated loss of information. To avoid discretization, (i) pattern structures and (ii) symbolic data analysis provide means to analyze such complex data directly. We compare both these approaches and show how they are mutually beneficial.

In this paper, we investigate the problem of mining numerical data in the framework of Formal Concept Analysis. The usual way is to use a scaling procedure --transforming numerical attributes into binary ones-- leading either to a loss of information or of efficiency, in particular w.r.t. the volume of extracted patterns. By contrast, we propose to directly work on numerical data in a more precise and efficient way, and we prove it. For that, the notions of closed patterns, generators and equivalent classes are revisited in the numerical context. Moreover, two original algorithms are proposed and used in an evaluation involving real-world data, showing the predominance of the present approach.

There is a lot of usefulness measures of patterns in data mining. This paper is focused on the measures used in Formal Concept Analysis (FCA). In particular, concept stability is a popular relevancy measure in FCA. Experimental results of this paper show that high stability of a pattern in a given dataset derived from the general population suggests that the stability of that pattern is high in another dataset derived from the same population. At the second part of the paper, a new estimate of stability is introduced and studied. It es performance is evaluated experimentally. And it is shown that it is more efficient.

This paper addresses the important problem of efficiently mining numerical data with formal concept analysis (FCA). Classically, the only way to apply FCA is to binarize the data, thanks to a so-called scaling procedure. This may either involve loss of information, or produce large and dense binary data known as hard to process. In the context of gene expression data analysis, we propose and compare two FCA-based methods for mining numerical data and we show that they are equivalent. The first one relies on a particular scaling, encoding all possible intervals of attribute values, and uses standard FCA techniques. The second one relies on pattern structures without a priori transformation, and is shown to be more computationally efficient and to provide more readable results. Experiments with real-world gene expression data are discussed and give a practical basis for the comparison and evaluation of the methods.

Résumé: Formal Concept Analysis (FCA) is a well founded mathematical framework used for conceptual classification and knowledge management. Given a binary table describing a relation between objects and attributes, FCA consists in building a set of concepts organized by a subsumption relation within a concept lattice. Accordingly, FCA requires to transform complex data, eg numbers, intervals, graphs, into binary data leading to loss of information and poor interpretability of object classes. In this paper, we propose a pre-processing ...

As one of the foundation stones of the mathematics, the concept of function is thought by the mathematics teachers with much attention and will, but, for the most part of the students it continues to be a misconception and hard to learn subject. In this study, the historical development of the concept of function, the steps of being learnt in the framework of the theories of learning, students’ difficulties and misconceptions with the notion and major teaching strategies of the concept are presented based on the major studies related with the concept, in the mathematics education literature.

Limit, güçlü bir matematiksel düşünme becerisi gerektiren, öğrencilerin öğrenmede zorlandıkları bir kavramdır. Öğrencilerde limit kavramına yönelik, kavram imajlarının ve kavram tanımlarının araştırılmasının, limit kavramının öğrenilme süreçlerinin belirlenmesine katkı getireceği düşünülmektedir. Bu çalışmada, tek değişkenli reel değerli fonksiyonlar için limit kavramına yönelik öğrencilerin kavram imajları, kavram tanımları ve öğrencilerin kavram imajları ile limitin formal tanımını ilişkilendirme durumlarının belirlenmesi amaçlanmıştır. Çalışma, Analiz I dersini almakta olan 31 öğrenci arasından amaçlı örnekleme yöntemlerinden biri olan ölçüt örnekleme yöntemi kullanılarak seçilen 11 öğrenci ile gerçekleştirilmiştir. Analiz I dersinde limit konusunun öğretimi tamamlandıktan sonra, açık uçlu sorulardan oluşan bir test 31 öğrenciye uygulanmıştır. Öğrencilerin yanıtları araştırmacılar tarafından nitel olarak analiz edilmiştir. Öğrencilerin kavram imajları, kavram tanımları ve kavram imajları ile limitin formal tanımı arasında kurdukları ilişkiler ölçüt olarak alınarak öğrenciler sekiz gruba ayrılmıştır. Her gruptan grup büyüklüğüne göre öğrenci seçilerek 11 öğrenciyle klinik görüşmeler gerçekleştirilmiştir. Yapılan görüşmeler araştırmacılar tarafından nitel olarak analiz edilmiştir. Çalışmanın sonucunda öğrencilerin hem limit kavramına ilişkin kavram imajlarında hem de kavram tanımlarında sağ-sol limit eşitliği teoremi ile *Bu çalışmanın bir bölümü 9. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi'nde, bir bölümü de 37. Uluslararası Matematik Eğitimi Psikolojisi Grubu Konferansı'nda (PME 37) sözlü bildiri olarak sunulmuştur.

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Ontologies are increasingly being used to address the problems of heterogeneous data sources. This has in turn often led to the challenge of heterogeneity between ontologies themselves. Semantic Matching has been seen as a potential solution to resolving ambiguities between ontologies. Whilst generic algorithms have proved successful in fields with little domain specific terminology, they have often struggled to be accurate in areas such as medicine which have their own highly specialised terminology. The MedMatch algorithm was initially created to apply semantic matching in the medical domain through the use of a domain specific background resource. This paper compares a domain specific algorithm (MedMatch) against a generic (S-Match) matching technique, before considering if MedMatch can be tailored to work with other background resources. It is concluded that this is possible, raising the prospect of domain specific semantic matching in the future.

Bu arastirmada sanat egitimi alan gorsel sanatlar ogretmen adaylarinin estetik, deger, deneyim, haz, begeni, yargi kavramlarina yonelik bilissel yapilarini kelime iliskilendirme testi araciligiyla belirlemek amaclanmistir. Arastirma, betimsel arastirma turlerinden genel tarama modeli ile desenlenmistir. Arastirmanin calisma grubunu bir yuksekogretim kurumunun Resim-is Egitimi Anabilim Dali 3. ve 4. sinifinda ogrenim goren 68 ogretmen adayi olusturmaktadir. Veriler bagimsiz kelime iliskilendirme testi (KIT) kullanilarak toplanmistir. Katilimcilara “estetik”, “haz”, “deger”, “deneyim, “begeni” ve “yargi” anahtar kavramlari kelime iliskilendirme testi ile sunulmustur. Her anahtar kavramin sonunda kavramin ne anlama geldiginin daha acik anlasilmasi amaciyla ilgili cumle bolumune yer verilmistir. Arastirmanin verileri betimsel analiz yontemi ile analiz edilmistir. Analiz sonucunda frekans tablosu olusturulmustur. Frekans tablosuna gore kesme noktasi teknigi kullanilarak kavram aglari ciz...

This paper presents work in progress on an algorithm to track and identify changes in the vocabulary used to describe particular concepts over time, with emphasis on treating concepts as distinct from changes in word meaning. We apply the algorithm to word vectors generated from Google Books n-grams from 1800-1990 and evaluate the induced networks with respect to their flexibility (robustness to changes in vocabulary) and stability (they should not leap from topic to topic). We also describe work in progress using the British National Biography Linked Open Data Serials to construct a "ground truth" evaluation dataset for algorithms which aim to detect shifts in the vocabulary used to describe concepts. Finally, we discuss limitations of the proposed method, ways in which the method could be improved in the future, and other considerations.

Bu sonsuz, belirsiz ve tanımsız işlemlere verilen cevapların ve bu kavramlara ait tanımların incelenerek kavramlara dair epistemolojik engellerin belirlenmesi amaçlanmıştır. Bu bağlamda eğitim fakültesinde ve fen fakültesinde öğrenim gören matematik öğrencilerinin belirtilen kavramlara dair algılarından yola çıkılarak epistemolojik engelleri belirlenmiştir. Bu çalışmanın modeli, temel nitel araştırmadır. Çalışma grubunu Eğitim Fakültesi’nde ve Fen Fakültesi’nde öğrenim görmekte olan 71 öğrenci oluşturmaktadır. Çalışmanın verileri araştırmacılar tarafından hazırlanan ve iki bölümden oluşan test vasıtasıyla elde edilmiştir. Sonsuzluk, tanımsızlık ve belirsizlik kavramlarıyla ilgili epistemolojik engelleri belirlemek amacıyla veriler betimsel analiz tekniği kullanılarak çözümlenmiştir. Çalışma sonucunda öğrencilerin günlük hayat deneyimleri yoluyla edindikleri birincil sezgilerinin lisans eğitimi almalarına rağmen sonsuzluk algılarını çok fazla değiştirmediği görülmüştür. Öğrencilerin ...

This paper describes a study of the development and use of e-learning tools in the context of a basic logic course that was taught during the COVID-19 lockdown in 2021. The tools were used to compensate for learning and teaching limitations brought about by the lockdown. We compare a course that was taught in February and March 2020 (before the lockdown in Denmark) with a similar course that was taught in 2021 during the lockdown. In terms of exam results, the students from the 2021 course did significantly better than those in the 2020 course. This paper considers possible explanations for this difference. Among other things, we analyse the data collected from the students via a questionnaire.

Bu araştırmanın amacı Kelime İlişkilendirme Testi (KİT) aracılığı ile anahtar kavramlar olarak verilecek olan TEMA, LÖSEV, KIZILAY, YEŞİLAY, TEGV, ÇEVKO, Mehmetçik Vakfı, Darüşşafaka Cemiyeti ve Darülaceze gibi STK’lere ilişkin katılımcı öğrencilerin zihinlerindeki bilişsel yapılarını tespit etmektir. Araştırma nitel araştırma olup veri toplama tekniği olarak da Kelime İlişkilendirme Testi (KİT) kullanılmıştır. Araştırmanın çalışma grubunu Hatay İli, Reyhanlı İlçesinde bulunan 9 ortaokulda öğrenim görmekte olan 5., 6. ve 7. sınıf öğrencilerinden oluşan 509 katılımcı oluşturmaktadır. Kelime İlişkilendirme Testinde, Sosyal Bilgiler Öğretim Programı ve 5., 6., 7. sınıf ders kitaplarında bulunan 9 STK seçilerek anahtar kavram olarak verilmiş ve öğrencilere bu STK’lerin isimlerini gördüklerinde kelimelerin yanlarında bulunan boşluklara akıllarına gelen kelimeleri yazmaları istenmiştir. Araştırma bulgularına bakıldığında katılımcı öğrencilerin azımsanamayacak kısmının toplumda ve günlük h...

Reasoning over knowledge graphs is traditionally built upon a hierarchy of languages in the Semantic Web Stack. Starting from the Resource Description Framework (RDF) for knowledge graphs, more advanced constructs have been introduced through various syntax extensions to add reasoning capabilities to knowledge graphs. In this paper, we show how standardized semantic web technologies (RDF and its query language SPARQL) can be reproduced in a unified manner with dependent type theory. In addition to providing the basic functionalities of knowledge graphs, dependent types add expressiveness in encoding both entities and queries, explainability in answers to queries through witnesses, and compositionality and automation in the construction of witnesses. Using the Coq proof assistant, we demonstrate how to build and query dependently typed knowledge graphs as a proof of concept for future works in this direction.

Owing to the rapid advancement in high-throughput technologies, such as microarrays and next generation sequencing, the volume of biological data is increasing exponentially. The current challenge in computational biology and bioinformatics research is how to analyse these huge raw biological datasets to extract meaningful biological knowledge. Formal concept analysis is a method based on lattice theory and widely used for data analysis, knowledge representation, knowledge discovery and knowledge management across several domains. This paper reviews the applications of formal concept analysis for knowledge discovery from biological data, including gene expression discretisation, gene co-expression mining, gene expression clustering, finding genes in gene regulatory networks, enzyme/protein classifications, binding site classifications, and domain-domain interaction. It also presents a list of FCA-based software tools applied to the biological domain, and covers the challenges and future directions in this field.