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Erschienen in:
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2017 | OriginalPaper | Buchkapitel

Towards Semantic Analysis of Mentoring-Learning Relationships Within Constructivist Interactions

verfasst von : Farshad Badie

Erschienen in: Emerging Technologies for Education

Verlag: Springer International Publishing

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Abstract

The multilevel conversational exchanges between a mentor and a learner could be seen as a radical constructivist account of their comprehensions. The process of knowledge construction could be realised to have a significant importance in the context of mentor-learner interactions. The most important fundamental is that ‘the conversational exchanges between mentors and learners ask questions and give answers concerning their individual conceptions, comprehensions and reasonings’. These questions and answers are the main building blocks of the ‘Relations’ between mentors and learners. In this article, I will employ Predicate Logic in order to focus on the relationships between learners and mentors. This research will—conceptually and logically—be concerned with [formal] semantic analysis of mentoring-learning relationships in the context of constructivist interactions. The conclusions will shed light on how a [formal] semantics for constructivist interactions is established.

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Vorheriges Kapitel Construction of Efficient Cloud-Based Digital Course Learning Platform for Agricultural Worker
Nächstes Kapitel Using AHP to Critical Thinking Develop in Precision Measurement of Vocational College Students
Fußnoten
1
Jean Piaget is the originator of the theory of constructivism. He argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas, see [14, 15]. Piaget’s developmental theory of learning contemplates that the constructivist learning is concerned with how a human being goes about constructing her/his individual knowledge structures. In philosophy of education, Constructivism as a theory and as an epistemology-based model focuses on knowledge construction in human beings’ own cognitive apparatus.
 
2
Developmental Processes of Learning could be seen as the product of Developmental Theory of Learning and Cognitive Development, see psychohawks.​wordpress.​com/​2010/​09/​05/​theories-of-cognitive-development-jean-piaget.
 
3
The logical relationships and rules expressed in Propositional Logic’s symbols are known as Propositional Logic’s Formulae.
 
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Metadaten
Titel
Towards Semantic Analysis of Mentoring-Learning Relationships Within Constructivist Interactions
verfasst von
Farshad Badie
Copyright-Jahr
2017
Buch
Emerging Technologies for Education

Print ISBN: 978-3-319-52835-9

Electronic ISBN: 978-3-319-52836-6

Copyright-Jahr: 2017

DOI
https://doi.org/10.1007/978-3-319-52836-6_13