Thus, concept mapping has the potential to assess the dynamic reasoning about concept relationships in students' knowledge structures during PBL [ 36].
Furthermore, research in the field of gesture for learning supports the idea that having students use their hands and bodies while learning complex concepts improves their memory and reasoning about those concepts.
Narayanan, who in addition to leading the AI Group is a cognitive scientist on the UC Berkeley faculty, developed the computational theory and an early interpretation system that demonstrated the utility of conceptual metaphor for reasoning about abstract concepts and domains.
How can one explain reasoning about abstract concepts, counterfactuals, and theoretical generalizations?
Her statistics education research focuses mainly on student reasoning, in particular reasoning about the concepts of variation and distribution.
Blurb is generally used to improve students' thinking and reasoning about the concepts through posing questions, which is appropriate for designing level 2 and level 3 activities.
Fulmer et al. (2015) share findings from a study using two-tier multiple-choice (TTMC) items to assess students' knowledge of a scientific concept and their reasoning about this concept.
In this study, we apply a Rasch measurement model to TTMC items to examine whether responses on the two tiers correspond to related but slightly different traits: tier 1 is about knowledge of the concept; tier 2 is about reasoning about the concept for the specific context.
Two-tier multiple-choice (TTMC) items are used to assess students' knowledge of a scientific concept for tier 1 and their reasoning about this concept for tier 2. But are the knowledge and reasoning involved in these tiers really distinguishable?
The two tiers in two-tier items act together to uncover students' understanding of core concepts because the student must choose a seemingly "factual" knowledge response for the first tier (Taber and Tan 2011), and then choose for the second tier what reasoning about the concept they used to arrive at the first-tier response.
This should, therefore, be considered as a motivation for theoretical reasoning about the concept of 'public' because it would have been shown to be directly relevant for PIA practitioners.
