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연결주의 개념관이 과학개념 학습에 주는 시사점 고찰

Investigationg the Implications of the Connectionist iews of the Concept in conceptual Learning of Science

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참고문헌

주제분류교육학

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Abstract

Conceptual learning has been one of the important issue in science education, and its theory and method has beeninteracted with the studies of philosophy of science, cognitive science, and cognitive psychology. The last twoth of the study on brain-style computation, i.e. connectionism. This studyaimed to investigate the properties of the connectionist views of the concept and its implications in the conceptuallearning of science. In connectionist views, a concept was represented as a pattern of activity distributed over manyconnected units, and a kind of network composed of many sub-concept units. And the ?distributed representationhadthe features of the constructivity, the automatically generalization, and the tunability. On the base of these views, itwas suggested that (i) ?Typically-Perceived-Situation a kind of mental representation rising spontaneously in an indi-vidual mind when someone is thinking about any object, should be highlighted, and (ii) the roles of the sub-conceptunits in formation of concept and the resolution of concept into the sub-concept units should be highlighted. Finallythe meanings of these implications in conceptual learning of science are discussed.

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