Hyperintensionality and Ontological Categories

Miller, J. T. M.

doi:10.1007/s10670-022-00646-3

Cited by 2 publications

(2 citation statements)

References 38 publications

(23 reference statements)

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“…Due to the ontological transformations, they must make in order to categorise things, students may end up with competing beliefs between their past and new knowledge (Miller, 2022). Students find it difficult to grasp several scientific and computing concepts because their initial classification of a subject and the new learning context don't match.…”

Section: Constructivismmentioning

confidence: 99%

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Resolving Misconception Challenges in the Teaching and Learning of Computer Science Amongst First-Year Undergraduate Students

2023

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Misconceptions in the field of computer science can lead to confusion and loss of confidence for students. These misconceptions are based on students' concepts that are not scientifically accurate interpretations. One of the major reasons why students find certain computing and scientific concepts so tough to acquire is because they suffer an inequality or gap between their early classification of a concept and the new learning framework. Resolving misconception challenges in the teaching and learning of sciences is not new because according to the past studies, it is believed to manifest throughout the life of individuals where students are greatly involved when it comes to teaching and learning sciences. The study aims to resolve and correct students’ misconceptions using a practical approach and its impact on students’ gender differences. To address these misconceptions, an experimental design study was conducted in order to examine the effects of practical approach correcting misconceptions among students in computing. The study compared students' scores on Pre-Test and Post-Test, comparing their perceptions of computing and the effectiveness of practical methods to address them. The population of the study consisted of all undergraduate students in higher education institutions in Lagos State. Through the use of random sampling method, 75 undergraduate students from Lagos State University of Education were selected. The instrument was subjected to reliability index after it was validated by experts in computing. An index of .887 results showed significant highly reliable instrument. The results of findings established significant differences between the pre-and post-test scores, but only a slight difference between male and female scores observed. The study recommends that students should be given the opportunity to investigate and test their own findings of computer science components and software functions in order to build a deeper understanding without preconceptions from their prior experiences.

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Section: Constructivismmentioning

confidence: 99%

“…Students find it difficult to grasp several scientific and computing concepts because their initial classification of a subject and the new learning context don't match. The incompatibility hypothesis is the name given to this idea of mismatch (Miller, 2022). Consider "Flash drive" and "Hard disc" as examples.…”

Section: Constructivismmentioning

confidence: 99%

Resolving Misconception Challenges in the Teaching and Learning of Computer Science Amongst First-Year Undergraduate Students

2023

FeD

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Formal Ontology

Hakkarainen,

Keinänen

2023

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Formal ontology as a main branch of metaphysics investigates categories of being. In the formal ontological approach to metaphysics, these ontological categories are analysed by ontological forms. This analysis, which the Element illustrates by some category systems, provides a tool to assess the clarity, exactness and intelligibility of different category systems or formal ontologies. It discusses critically different accounts of ontological form in the literature. Of ontological form, the authors propose a character-neutral relational account. In this metatheory, ontological forms of entities are their standings in internal relations whose holding is neutral on the character of their relata. These relations are 'formal ontological relations'. The Element concludes by showing that our metatheory is useful for understanding categorial fundamentality/non-fundamentality, different formal ontologies, and for unifying metaphysical questions.

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Hyperintensionality and Ontological Categories

Cited by 2 publications

References 38 publications

Resolving Misconception Challenges in the Teaching and Learning of Computer Science Amongst First-Year Undergraduate Students

Resolving Misconception Challenges in the Teaching and Learning of Computer Science Amongst First-Year Undergraduate Students

Formal Ontology

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