Systemic view of learning scientific concepts: A description in terms of directed graph model

This study suggests a systemic view on concept learning, in which concepts are seen as complex, dynamically evolving structures with robust and persistent patterns emerging from loosely connected elemental pieces. The model is represented in the form of a directed graph, and it explains many empiric...

Full description

Saved in:
Bibliographic Details
Published in:Complexity (New York, N.Y.) N.Y.), 2014-01, Vol.19 (3), p.27-37
Main Author: Koponen, Ismo T.
Format: Article
Language:English
Subjects:
complex system
Complex systems
concept learning
directed graph
Graphs
Learning
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study suggests a systemic view on concept learning, in which concepts are seen as complex, dynamically evolving structures with robust and persistent patterns emerging from loosely connected elemental pieces. The model is represented in the form of a directed graph, and it explains many empirically identified features of learning paths, including: (1) the stability of learned concepts, (2) changes in concept attributions (ontological shift) as guided by theoretical knowledge, and (3) the evolution of concepts as driven by model competition with the accumulation of evidence. The results thus show applicability of the systemic view and the directed graph model. © 2013 Wiley Periodicals, Inc. Complexity 19: 27–37, 2014
ISSN:1076-2787
1099-0526
DOI:10.1002/cplx.21474