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Complex Thought, Conceptual Maps And CmapTools

Liviana Giombini
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The increasing percentage of dyslexia together with low cultural levels which have been noticed in the most industrialized western countries denounce a diffuse and alarming incapacity in cognitive reading of reality interrelated to the own culture. So, where’s the problem? It ‘s in the lack of synchronization between the world’s shape (things around us) and the model of access to the world as it is practiced and taught. The organ of language of new generations develops in a context where its contents are given in a sketchy, chaotic way, in constant evolution with demands for competence to handle this new modality. If for thousands of years a specific cultural model that had used the linearity as a representative form of the linguistic meaning (e.g. the alphabets) is prevailing, the learning brains has adapted to that method. On the other hand, when the reticular complexity of representative forms is prevailing like nowadays, it’ll be necessary to use teaching models based on this new competence For some years, we are experimenting competent models for the development of The language organ that show how the attribution of meaning and language competence (which are basic strategies and cognitive categories already present at the natural language-thought level) become decisive for the development of the scientific and organized thought, because for a child “the voice of reality as for a mathematician is in the symbol’s meaning”. (R.Thom1988). This paper describes the experiences and the practices (teaching based on narration, teaching with concrete aims using conceptual maps and hyper-textual writing as for communication and representation) that help the natural development of language faculties in normal daily teaching and, in this specific case, they combine competence and meta-cognition in order to teach the mind to learn and to use computer technology and Internet (real cognitive branches for the own use) in the most profitable way, thanks to CmapTools.
Von Liviana Giombini im Konferenz-Band Second International Conference on Concept Mapping (2006) im Text Complex Thought, Conceptual Maps And CmapTools

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Mario Arroyo, Alberto J. Cañas, Roger Carff, Rodrigo Carvajal, Noam Chomsky, Richard Dawkins, Thomas Eskridge, Liviana Giombini, Gloria Gómez, D. B. Gowin, Greg Hill, James Lott, Joseph D. Novak, Niranjan Suri

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Concept Maps fördern das Lernenconcept maps foster learning

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Cmap Tools, Concept MapConcept Map, Concept Mapping SoftwareConcept Mapping Software, Hypertexthypertext, Lesekompetenz, Primarschuleprimary school, Schreibenwriting, Schuleschool, Sprachelanguage
Jahr UmschlagTitelAbrufeIBOBKBLB
1969Aspekte der Syntax-Theorie (Noam Chomsky) 28200
1971Problems of Knowledge and Freedom (Noam Chomsky) 2200
1976   The Selfish Gene (Richard Dawkins) 3, 4, 3, 1, 4, 3, 3, 2, 8, 8, 2, 223421329
1980  Regeln und Repräsentationen (Noam Chomsky) 4, 3, 1, 1, 3, 3, 3, 8, 6, 2, 2, 182516037
1985    Learning how to learn (Joseph D. Novak, D. B. Gowin) 5, 2, 3, 4, 4, 4, 1, 13, 6, 2, 3, 2393621792
1998  Learning, Creating, and Using Knowledge (Joseph D. Novak) 4, 6, 1, 3, 3, 3, 2, 12, 8, 3, 2, 2215021779
2005    Concept Maps: Theory, methodology, technology Personenreihenfolge alphabetisch und evtl. nicht korrekt (Alberto J. Cañas, F. M. González, Joseph D. Novak) 10, 5, 6, 7, 7, 7, 3, 11, 9, 5, 3, 32210031626
Jahr UmschlagTitelAbrufeIBOBKBLB
2005    From Thought Conceptual Maps CmapTools as a Writing System (Liviana Giombini) 31000
2005    CmapTools (Alberto J. Cañas, Greg Hill, Roger Carff, Niranjan Suri, James Lott, Gloria Gómez, Thomas Eskridge, Mario Arroyo, Rodrigo Carvajal) 3, 4, 2, 1, 2, 2, 2, 5, 1, 2, 1, 17131479



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