Conceptual Cartography Research Articles

Ryle’s Conceptual Cartography A Brief Introduction

Conceptual Cartography is a style of philosophical investigation, named and championed by Gilbert Ryle and somewhat akin to, but independent from, Wittgenstein’s examination of ‘language games’ in Philosophical Investigations. This study examines the impetus for this method which includes difficulties with the traditional approaches to conceptual analysis initiated by Plato’s Socrates and encouraged by later work in formal logic.

Digital Culture and Intercultural Citizenship in Peru: A Conceptual Cartography

The digital society is reconfiguring the relationships between digital culture and intercultural citizenship in Peru. To understand these connections, it is important to examine thesis reports presented in Peruvian universities. Conceptual mapping is used as a research method, allowing for the identification of emerging thematic connections. The results demonstrate a growing interest in research on digital culture and intercultural citizenship in Peru, as well as the interconnections and gaps that highlight national inequalities. Essentially, the need for public policies that promote digital culture, and an active and participatory intercultural citizenship online is revealed.

Conceptual Cartography for the Systematic Study of Music Education Based on ICT or EdTech

Music and its study have always been present among people. Its learning is significant, as it provides benefits and helps in the acquisition of many abilities and skills. However, didactic, methodological, and pedagogical changes have begun to appear that nurture and provide new challenges to their learning. Fully adapting to the 21st century and abiding by the great demand for technologies, we have seen the rise of ICT (Information and Communication Technologies), which have also been conceived as educational technology (EdTech), when applied to education. Due to these reasons, the need to conduct a systematic literature review in four databases has arisen to find out whether the use of technology in music education helps to facilitate the teaching-learning process of students. Evidence from this research has been collected using concept mapping to organize the training process. Finally, it is relevant to comment that evidence has been found and verified that the use of Edtech helps in the learning of Music Education; given that, in various documents, it is observed that they increase motivation, musical-technological thinking, critical thinking, creativity, musical practice, and musical improvisation and that they give rise to fun, playful, enjoyable, and stimulating learning.

Gamification” of teaching science, technology, engineering and mathematics (STEM): Conceptual cartography

Conceptual mapping was to study the term gamification in science, technology, engineering, and mathematics (STEM) learning. In total, 287 texts were obtained, of which 39 documents were selected for review. The axes of analysis were: notion, categorization, characterization, differentiation, division, linkage, methodology and exemplification. The result consisted of a systematization of the gamification concept and its methodological aspects for teaching STEM. The main findings will differentiation between gamification, serious educational games, and game-based learning. This will allow planning.
 The purpose of this documentary research, carried out with the method of Conceptual Cartography, was to make a conceptual study of the term “gamification”, specifically in the learning of science, technology, engineering and mathematics (STEM). A total of 287 texts were obtained and finally 39 documents were selected for revision. Eight axes of analysis were applied: notion, categorization, characterization, differentiation, division, linkage, methodology and exemplification. The result was a systematization of the concept “gamification” and its methodological aspects for the teaching of STEM. The main finding was a differentiation between “gamification”, “educative serious games” and “game-based learning”. This would allow planning differentiated educational strategies according to specific teaching objectives.

Transdigital Education: Conceptual Cartography

Transdigital Education: Conceptual Cartography

Mobile learning in the teaching of mathematics: a conceptual cartography

Designing a mobile learning environment for mathematics education requires an understanding of how technology relates to various epistemological and pedagogical systems. The purpose of this study was to systematically analyze scientific literature on mobile learning in mathematics teaching through the axes of conceptual mapping within the framework of qualitative research. The analysis categories were: notion, categorization, characterization, differentiation, methodology and exemplification. The contribution of this work refers to the definition of mobile learning in the teaching of mathematics considering its characteristics, such as context creation, social interaction, multimedia content and usability. It was identified that mobile learning increases the possibilities of electronic learning and enables ubiquitous learning when the student is immersed in the learning context. The studies analyzed do not report a precise methodology that allows evaluating the relevance of the design of a mobile learning environment. However, it was identified that the choice of the pedagogical principles and the definition of a thematic axis are fundamental. In addition to the demand for teachers' theoretical, pedagogical and digital skills. This work provides elements that could guide further research and applications.

¿Ser o no ser? La sharía en el siglo XXI

Este monográfico recoge varios trabajos presentados en el congreso “La Sharía en el siglo XXI. Retos, actores, escenarios”, organizado por la Cátedra de Civilización Islámica y Renovación del Pensamiento Religioso de la Fundación Euroárabe de Altos Estudios y el proyecto de I+D+i “Representaciones del islam en el Mediterráneo glocal: cartografía e historia conceptuales-REISCONCEP”. Es fruto de una reflexión conjunta de especialistas árabes y europeos sobre la importancia de la sharía en el islam contemporáneo, en la historia política y social de los países árabes e islámicos y entre las minorías musulmanas en Europa. Los diferentes estudios engloban desde el análisis y evolución del término “sharía”, a su uso y abuso por parte de movimientos políticos como el salafismo, la posición que ha tenido, y mantiene, en los debates reformistas desde el siglo XIX hasta hoy en día o la descripción del concepto y su aplicación y performatividad en las sociedades contemporáneas, con una especial atención a las sociedades occidentales con presencia de minorías musulmanas, concretamente en los debates públicos en Reino Unido y en España. Este monográfico quiere ser una contribución académica a las controversias que en ocasiones traspasan este ámbito, se generalizan en los medios y se entremezclan con sentimientos y emociones.

Aproximación a la incorporación del capital digital en la escuela

Las tecnologías de la información y la comunicación (TIC), actualmente son parte de la dinámica escolar y un elemento de continuo análisis en la educación. En este texto se presenta una discusión de la relación del concepto Capital explorado por Pierre Bourdieu con la forma incorporación de las TIC en la escuela, Se emplea la metodología de la investigación documental utilizando como estrategia la cartografía conceptual. Como resultado se obtuvo una propuesta para analizar la incorporación de las TIC en la escuela que rebasa los límites del entendimiento de que la dotación física de dispositivos digitales en el aula y la capacitación docente para saber utilizarlos, son suficientes para lograr cambios en la enseñanza. Por el contrario, se sostiene que el elemento más importante para evaluar la incorporación es examinar un conjunto de indicadores que den cuenta de las afinidades de los docentes con dichas herramientas desde la perspectiva de la acumulación de capitales digitales. Se concluye que una acumulación balanceada representa tener mejores probabilidades de usar con éxito las tecnologías para lograr un cambio en la práctica docente.

Pertinencia de los programas de formación para la actualización docente en el marco de la socioformación y el desarrollo social sostenible / Relevance of training programs for teachers updating in the framework of socio-formation and sustainable social development

El propósito del presente artículo es realizar un análisis documental a partir de una reflexión conceptual de evaluación desde la socioformación, donde las rúbricas permiten evaluar el desempeño, e identificar el impacto que tienes los cursos presenciales con sus respectivas características en los formadores activos. Para la metodología se tuvieron en cuenta las categorías, y subcategorías que se emplearon para eficientizar la información puesta en la cartografía conceptual al estudiar un concepto o teoría a partir de documentos. Respecto a los resultados, existe una distancia entre los cursos que se imparten a los docentes y la forma de llevarlos a su práctica docente, además de ausencia y pertinencia en temas sustanciales sobre el desarrollo sostenible. Se concluye que aun cuando a los formadores de docentes activos se les ofrece un programa de capacitación, se siguen reproduciendo contenidos programáticos desde su óptica, de lo que a su juicio el estudiante deberá aprender. The purpose of this article is to carry out a documentary analysis from a conceptual reflection of the evaluation from the socioformation, where the rubrics allow to evaluate the performance and to identify the impact that the face-to-face courses with their respective characteristics have on active trainers. For the methodology, the categories and subcategories that were used to make the information put into the conceptual cartography efficient when studying a concept or theory from documents were taken into account. Regarding the results, there is a distance between the courses that are taught to teachers and the way to take them to their teaching practice, in addition to the absence and relevance of substantial topics on sustainable development. Conclusions: Even when active teacher educators offer them a training program, programmatic content continues to be reproduced from their perspective, from which, in their opinion, the student must learn.

Conceptual cartography

ABSTRACT Certain features of our conceptual scheme seem necessary for subjects with our basic nature: we cannot imagine humans accomplishing their basic projects without having a conceptual scheme with these features. Other aspects of our conceptual scheme seem more contingent: we can imagine communities effectively using a somewhat different conceptual scheme. Conceptual cartography is the project of investigating the necessity and contingency of the various features of conceptual schemes. The project of conceptual cartography has not received much explicit methodological attention. But in this paper, I argue that conceptual cartography has important implications for the study of conceptual engineering. I also provide a general framework for thinking about conceptual cartography.

Analysis of significant learning in the flipped classroom: a conceptual cartography

The Flipped Classroom is an educational model that asks students to study educational content at home and come to the classroom for learning activities. This promotes meaningful learning with the help of digital technologies. The aim this documentary research was to analyze the relationship between the Flipped Classroom and learning meaningful, through Conceptual Cartography, in order to propose an evaluation model for Flipped Classroom. To achieve this, the documentary research method called Conceptual Cartography was applied, which is developed in four phases: The findings suggest that, theoretically, there is a direct relationship between the Flipped Classroom and meaningful learning. This relationship is based on the theoretical principles of constructivism. However, there are no specific instructional designs for the Flipped Classroom and, so far, the evaluation of the Flipped Classroom has focused on students' perception of the model and not on their significant learning. In conclusion, although the Flipped Classroom does easily admit constructivist theoretical foundations when promoting meaningful learning, this relationship has not been reflected in its own instructional designs, nor in properly constructivist evaluation models.

Conceptual Cartography of School Safety: School Experiences in Managing the Covid-19 Pandemic in Mexico

This article analyses through a conceptual cartography, school safety, and its association with the management of the COVID-19 pandemic in Mexico. The qualitative methodology allowed the identification of a model of safe learning space in Higher Education, which emerges as a proposal to establish safe learning spaces and manage the pandemic. Once this model implemented, it was possible to inform, mobilize, attend to school content and be in confinement, which meant raising awareness of learning in Higher Education in an increasingly changing knowledge society.

THE MANY PROBLEMS OF MULTIPLE REALIZATION

Abstract This paper has two principal goals. The first is to set out a bit of conceptual cartography, mapping out a number of distinct conceptual issues that are frequently conflated in the vast literature on multiple realization. The second is to review very briefly how work by Carl Gillett and myself attempts to address a few of the many problems of multiple realization. One of these is explaining what Jerry Fodor apparently took to be mysterious, namely, how multiple realization of properties is possible.

Estudio del Eustrés Académico desde el enfoque Socioformativo mediante la Cartografía Conceptual

El presente artículo tiene como objetivo subsanar el vacío existente en la literatura en torno al concepto de eustrés académico. Se realizó una investigación documental, usando como metodología la cartografía conceptual. Se propone una definición del concepto eustrés académico desde el enfoque socioformativo, exponiendo sus principales características. Se plantea una metodología para llevar a los estudiantes a un estado de eustrés académico, el cual les permita desarrollar sus competencias académicas, emocionales y socioformativas con el fin de que logren una respuesta positiva ante los principales estresores académicos, percibiéndolos como un estímulo y un reto más que como una amenaza.

El Sujeto Zapatista y su Proyecto Político

El propósito de este artículo fue analizar la producción intelectual y científica más importante sobre la propuesta de sujeto político postulada por el zapatismo en los espacios académicos de América Latina. Este análisis se apoyó metodológicamente en revisión documental y cartografía conceptual dado que permiten contrastar el discurso ideológico de los zapatistas tanto con los hechos y procesos político-sociales de México como con los estudios elaborados al respecto sobre este fenómeno. Los resultados de esta investigación muestran que el sujeto político zapatista es una formulación intelectual e ideológica que busca ser materializada por quienes integran y apoyan la propia movilización de los rebeldes del sureste chiapaneco.

Esquema tipológico de las migraciones y desplazamientos forzados

Este artículo tiene como propósito esquematizar las migraciones y desplazamientos forzados desde la dimensión social y espacial, con el objetivo de aportar una propuesta tipológica que contribuya a los debates y perspectivas teóricas para su estudio y abordaje. La estrategia metodológica se compone de la construcción de una cartografía conceptual, lo cual permitió, mediante sus ejes, brindar una clarificación de la noción, caracterización y dimensiones que integran los desplazamientos dentro del proceso migratorio. A partir del análisis y discusión, se concluye con una propuesta tipológica, se describen alcances y límites para el tratamiento conceptual y construcción social de perfiles migratorios de acuerdo a contextos de expulsión.

Sistemas de redes sociales docentes: estudio documental mediante la cartografía conceptual

Se realizó una investigación documental sobre el estado de conocimientos de los sistemas virtuales para albergar redes sociales docentes, mediante los ejes de análisis de la cartografía conceptual. Se examinó el contenido de un total de cuarenta y un documentos publicados entre los años 2002 y 2017, a nivel nacional e internacional, con la finalidad de redefinir su concepción, presencia y atribuciones en los procesos de educación continua docentes. Los resultados muestran que estas plataformas posibilitan la gestión de comunidades educativas complejas, en las que se construyen colectivamente contenidos de capital cultural docente, y que la intervención docente en estos espacios, a través de un procedimiento congruente con su metodología emergente, contribuye a formar sociedades de conocimiento.

UVE socioformativa: estrategia didáctica para evaluar la pertinencia de la solución a problemas de contexto

Preparar a las personas para la solución a los problemas de contexto debería ser una prioridad educativa. Los docentes y los capacitadores necesitan ofrecer estrategias a los estudiantes. Al respecto, se analiza la UVE socioformativa, estrategia gráfica en forma de “V” en la cual las personas registran el problema del contexto, las actividades articuladas para la solución, el enfoque con que se aborda la formación e investigación y los productos a lograr en el contexto. La cartografía conceptual es la metodología empleada para hacer los análisis de la UVE socioformativa. En este sentido, se encontró que la UVE socioformativa es acorde con los retos de la sociedad del conocimiento, con el pensamiento complejo; se ocupa de resolver de manera estructural los problemas de contexto; atiende a la colaboración, al desempeño y al desarrollo del talento humano. En tanto que la UVE de Gowin se centra en dar respuestas a preguntas de las asignaturas. Sin duda, se tienen avances en la aplicación de la UVE socioformativa, pero se requieren estudios empíricos que demuestren el impacto.

History of Philosophy and Conceptual Cartography

History of Philosophy and Conceptual Cartography

Geografías de la civilidad prácticas y discursos territoriales en escenarios de postconflicto en colombia

0 0 1 188 1037 Personal 8 2 1223 14.0 Normal 0 21 false false false ES-TRAD JA X-NONE This article is the result of the research Post-conflict Scenarios in Colomia 2005-2010: a Study of Cultural Representations and Social Implications in Reference Territories, carried out between 2010 and 2012. The main objective of this text is to introduce the concept of civility geography as a proposal to analyze weaves and in situ strategies on how local populations (Colombian, for the case) have faced and avoided the consequences of the armed conflict through dicoursive positions and real acts of civility and dignity. To materialize it, the conceptualization and ethnography of scenarios, strategies, weaves, and scales will be used. In terms of the methodology, a comparison will be made between two ways of looking for the civility: one based on the proxemic system, modalities of knowledge and cultural representations, while the other approaches to a political perspective. To obtain the information along the project, open interviews, active and passive direct observation recorded in a field diary, pictures, filming, conceptual cartography to assemble narratives and perspectives, and finally to SIG cartography were used. Information analysis was made with the Nvivo and HyperRESEARCH software.