On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor
The computational metaphor which proposes the comparison of processes of mind to realizable or imaginable computer activities suggests a number of educational concerns. This paper discusses some of those concerns including procedural modes of knowledge representation and control knowledge ??o...
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| Language: | en_US |
| Published: |
2004
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| Online Access: | http://hdl.handle.net/1721.1/5742 |
| _version_ | 1826195871025332224 |
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| author | diSessa, Andrea A. |
| author_facet | diSessa, Andrea A. |
| author_sort | diSessa, Andrea A. |
| collection | MIT |
| description | The computational metaphor which proposes the comparison of processes of mind to realizable or imaginable computer activities suggests a number of educational concerns. This paper discusses some of those concerns including procedural modes of knowledge representation and control knowledge ??owing what to do. I develop a collection of heuristics for education researchers and curriculum developers which are intended to address the issues raised. Finally, an extensive section of examples is given to concretize those heuristics. |
| first_indexed | 2024-09-23T10:17:01Z |
| id | mit-1721.1/5742 |
| institution | Massachusetts Institute of Technology |
| language | en_US |
| last_indexed | 2024-09-23T10:17:01Z |
| publishDate | 2004 |
| record_format | dspace |
| spelling | mit-1721.1/57422019-04-12T08:27:29Z On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor diSessa, Andrea A. The computational metaphor which proposes the comparison of processes of mind to realizable or imaginable computer activities suggests a number of educational concerns. This paper discusses some of those concerns including procedural modes of knowledge representation and control knowledge ??owing what to do. I develop a collection of heuristics for education researchers and curriculum developers which are intended to address the issues raised. Finally, an extensive section of examples is given to concretize those heuristics. 2004-10-01T20:33:32Z 2004-10-01T20:33:32Z 1977-09-01 AIM-441 http://hdl.handle.net/1721.1/5742 en_US AIM-441 41 p. 16563429 bytes 11811892 bytes application/postscript application/pdf application/postscript application/pdf |
| spellingShingle | diSessa, Andrea A. On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor |
| title | On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor |
| title_full | On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor |
| title_fullStr | On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor |
| title_full_unstemmed | On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor |
| title_short | On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor |
| title_sort | on learnable representations of knowledge a meaning for the computational metaphor |
| url | http://hdl.handle.net/1721.1/5742 |
| work_keys_str_mv | AT disessaandreaa onlearnablerepresentationsofknowledgeameaningforthecomputationalmetaphor |