Authors: Ron C. De Weijze
Addresses: Director, M2M Matter to Man BV, Hoofdweg 262-h, 1057 DJ Amsterdam, The Netherlands
Abstract: In task performance support, but especially during learning tasks, reality is first discovered through perception. Perceptual elements (notes), bearing reality|s richness, do not recognise this fact until concepts shed some light upon them. This is possible because concepts substantiate their meaning by relating the memorised perceptual elements. Still, however, the person should ascribe an element to a concept or allow a concept to accommodate it. The element thus inherits meanings from contexts produced by different concepts. Within limits of tolerance, the confrontation between the associative logical or moral consciousness of different contexts calls for a deeper appreciation of intuition and thereby for a more complete understanding of real life. This paper describes the role of conceptual representation in one|s learning from prior knowledge, intuition and conceptual awareness.
Keywords: concept mapping; concept engineering; knowledge acquisition; learning; perception; conceptual representation; prior knowledge; intuition; conceptual awareness.
International Journal of Continuing Engineering Education and Life-Long Learning, 1998 Vol.8 No.1/2, pp.90 - 108
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