VISUALISATION-ASSISTED TEACHING: CAN VIRTUAL GIVE RISE TO REAL KNOWLEDGE?
|Title||VISUALISATION-ASSISTED TEACHING: CAN VIRTUAL GIVE RISE TO REAL KNOWLEDGE?|
|Publication Type||Journal Article|
|Year of Publication||2012|
|Journal||Problems of Education in the 21st Century|
|Type of Article||Editorial|
|Other Numbers||ICID: 994975|
|Keywords||real knowledge, science education, visualization-based educational techniques|
There are two main different ways of reasoning (Harnad, 1987). For most people it’s natural to do their reasoning on the semantic level. Graphic tools have always played an important part in this reasoning style. When using a formal and abstract language and exact rules governing the creation and transformation of statements in this language, one reveals the ability to work on the syntactic level. And this can be postulated as a quite different way of reasoning, which is based almost exclusively by the logicians. The use of graphic forms in this case is also possible, though it requires more time and technological complexity. For exact sciences, primarily mathematics based, the use of computers can raise the efficiency of the method. Still for Sciences, e.g. Chemistry, even before the informational revolution the special interconversion tools between empirical knowledge and different types of reasoning had been developed, the latter originates from the very core of Science knowledge. Based on the experiment (the initial stage was almost completely empirical) the Science gained the new paradigm which rather formal by nature and fundamental in methodological meaning. Interconversion between empiric and theoretical moieties seems to be the core point of the consideration.