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Research in neuroscience and brain imaging show that exposure of
learners to multi-semiotic problems enhance cognitive control of
inter-hemispheric attentional processing in the lateral brain and
increase higher-order thinking. Multi-semiotic representations of
conceptual meaning are found in most knowledge domains where issues
of quantity, structure, space, and change play important roles,
including applied sciences and social science. Teaching courses in
History and Theory of Architecture to young architecture students
with pedagogy for conceptual thinking allows them to connect
analysis of historic artifact, identify pattern of design ideas
extracted from the precedent, and transfer concepts of good design
into their creative design process. Pedagogy for Conceptual
Thinking and Meaning Equivalence: Emerging Research and
Opportunities is a critical scholarly resource that demonstrates an
instructional and assessment methodology that enhances higher-order
thinking, deepens comprehension of conceptual content, and improves
learning outcomes. Based on the rich literature on word meaning and
concept formation in linguistics and semiotics, and in
developmental and cognitive psychology, it shows how independent
studies in these disciplines converge on the necessary clues for
constructing a procedure for the demonstration of mastery of
knowledge with equivalence-of-meaning across multiple
representations. Featuring a wide range of topics such as
curriculum design, learning outcomes, and STEM education, this book
is essential for curriculum developers, instructional designers,
teachers, administrators, education professionals, academicians,
policymakers, and researchers.
Text analysis tools aid in extracting meaning from digital content.
As digital text becomes more and more complex, new techniques are
needed to understand conceptual structure. Concept Parsing
Algorithms (CPA) for Textual Analysis and Discovery: Emerging
Research and Opportunities provides an innovative perspective on
the application of algorithmic tools to study unstructured digital
content. Highlighting pertinent topics such as semantic tools,
semiotic systems, and pattern detection, this book is ideally
designed for researchers, academics, students, professionals, and
practitioners interested in developing a better understanding of
digital text analysis.
Research in neuroscience and brain imaging show that exposure of
learners to multi-semiotic problems enhance cognitive control of
inter-hemispheric attentional processing in the lateral brain and
increase higher-order thinking. Multi-semiotic representations of
conceptual meaning are found in most knowledge domains where issues
of quantity, structure, space, and change play important roles,
including applied sciences and social science. Teaching courses in
History and Theory of Architecture to young architecture students
with pedagogy for conceptual thinking allows them to connect
analysis of historic artifact, identify pattern of design ideas
extracted from the precedent, and transfer concepts of good design
into their creative design process. Pedagogy for Conceptual
Thinking and Meaning Equivalence: Emerging Research and
Opportunities is a critical scholarly resource that demonstrates an
instructional and assessment methodology that enhances higher-order
thinking, deepens comprehension of conceptual content, and improves
learning outcomes. Based on the rich literature on word meaning and
concept formation in linguistics and semiotics, and in
developmental and cognitive psychology, it shows how independent
studies in these disciplines converge on the necessary clues for
constructing a procedure for the demonstration of mastery of
knowledge with equivalence-of-meaning across multiple
representations. Featuring a wide range of topics such as
curriculum design, learning outcomes, and STEM education, this book
is essential for curriculum developers, instructional designers,
teachers, administrators, education professionals, academicians,
policymakers, and researchers.
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