Concepts Of Field Theory Research Articles

Exploring AI Applications for Addressing Alternative Conceptions in Teaching Physics: Focus on Electrical Circuits at the Secondary Level

This article introduces our initial foray into a comprehensive, long-term study on the learning practices of high school students using chatbots as educational tools. In this section, we explore the correlation between the logic underlying the responses generated by two chatbots for problems related to electrical circuits and the well-known alternative conceptions prevalent in the field of science education. To achieve this, we employed a methodology involving the presentation of ten questions to the chatbots, followed by an analysis of their answers in conjunction with established knowledge in physics and the Theory of Conceptual Fields. The objective was to bridge the gap between AI-generated responses and human responses. Our primary findings reveal a close resemblance between these two groups. This initial endeavor lays the foundation for developing an investigative methodology that will facilitate a comprehensive understanding and categorization of the various forms of interaction between students and chatbots.

장 이론(Field theory)을 이용한 청년아파트 입주자 커뮤니케이션 방법에 관한 연구

This study analyzes Chinese representative rental youth apartments based on Field theory, examining the correlation between these apartments and their fields. The purpose of this study is to analyze the influence of spatial design of projects on interaction patterns and communication modes among tenants through the field theory. First, it explores the relationship between Field theory's concepts and characteristics, applying the relationship between field capital and practice to rental youth apartments. It then examines how project background, space structure, and field relationships impact residents' social behavior. Findings indicate that the rules of the field in rental youth apartments influence social methods, with functional diversity, shared spaces, and enhanced transitions between areas increasing residents' social willingness.

Study on Residential Space Evolution of Honggangcheng in Wuhan, China, Using Capital Concept of Field Theory

Study on Residential Space Evolution of Honggangcheng in Wuhan, China, Using Capital Concept of Field Theory

Resources of curriculum materials that induce teachers' professional knowledge of the additive conceptual field

Assuming that curriculum materials reverberate the knowledge of teachers, we sought to identify and discuss features of the materials, related to the additive field, which induce professional knowledge in Mathematics. Through a documentary analysis of three 2nd, 3rd and 4th grade Mathematics Teacher's Manuals, the addition and subtraction problems were mapped and analyzed; the texts presenting the material and the units corresponding to the mapped problems were analyzed, as well as the specific guidelines for working with these problems. Considering the Conceptual Fields Theory and the Knowledge of Knowledge of Curriculum Embedded Mathematics as references, we identified a variety of problem classes, as well as guidelines on the different meanings of operations. We observed weaknesses in the approach taken in the 2nd grade Manual corresponding to the addition and subtraction approach, to the detriment of the other Manuals. We noted the absence of explicitly stated information in the three manuals, which may have an impact on the way teachers read and interpret the guidelines, and evaluate the problems, implying the teaching knowledge mobilized or constructed.

Engineering Professors' Conceptions on the Conceptual Field of Electrostatics in Mexico

This study explores the conceptual understanding of electromagnetism among physics professors at the Aeronautical University in Querétaro, Mexico. While student misconceptions in electromagnetism have been extensively studied, research on professors' understanding and its potential impact remains limited (Pardhan & Bano, 2001). This research aims to address this gap by focusing on the core concepts of electrostatic force, electric field, and electric potential. Eight professors participated in the study. Their academic background, electromagnetism course history, and teaching experience were documented. A three-tier diagnostic test, based on Vergnaud's theory of conceptual fields, was then used to assess their conceptualisation of these concepts and their interrelationships. The analysis revealed that only one professor consistently demonstrated correct understanding across all three concepts. Interestingly, this professor was also the one with the most extensive teaching experience in the subject. The results suggest a potential connection between teaching experience and a deeper conceptual understanding of electromagnetism. Further research is needed to explore this connection and its implications for mitigating student misconceptions through effective teaching practices.

The conceptual field of measures of central tendency: A first approximation

This article aims to present a first approximation of the conceptual field of measures of central tendency (MCT), grounded in the theory of conceptual fields. We propose six situations according to type of variable, data presentation (raw or grouped) and amount of data. We revisit specific situations for the mean and exemplify several possibilities for introducing these measures. This is a theoretical reflection and a systematization of the knowledge produced in the area with a view to aiding it teaching in Brazilian basic education (PreK-12). We argue that from the early school years, students should collect data, use concrete and manipulable material, analyze the types of variable and context of data, transform them into different representations and based on the visual observation of data distribution, intuit the location of MCT to then calculate them.

Problemas de concentración común de soluciones y le campo conceptual multiplicativo: un análisis en los libros de texto de química

The present investigation aimed to analyze and classify problem situations of Common Concentration of Solutions present in Chemistry textbooks, according to the theory of Conceptual Fields. For the analyses, the six Chemistry works approved by the PNLD 2018 were considered and the volume of the 2nd year of each work was selected, as they include the content of Common Concentration of Solutions. The research analyses, carried out in the light of the Conceptual Fields theory, showed that situations of Common Concentration are associated with the Multiplicative Conceptual Field and are classified as Simple Proportion. It was also identified that situations may vary in subclasses: Partition, One-to-Many Multiplication, Quota and Fourth Proportional. Therefore, the results showed that the problem situations of Common Concentration of Solutions are presented in the textbooks analyzed through contexts close to the reality of the students and that mathematical notions such as multiplication, division, operations with decimal numbers, fractions, proportion, volume and conversion of measurement units, as well as different mathematical representations, such as algebraic, numerical, tabular, graphic and natural language are essential for solving Common Concentration problem situations in Chemistry.

Learning With Pedagogical Models: Videos As Adjuncts to Apprenticeship for Surgical Training

Videos are a powerful media to learn activities through guided physical training such as surgery, especially when they are produced following human learning models and not as "how-to" videos. However, their success greatly depends on how they are integrated into the extensive curricula of domains where learning occurs through guided practice. In this work, we investigate the impact of integrating video as a learning tool into the learning curricula of surgery. We created a pedagogical video on surgical hysterectomy through a model based on the Conceptual Fields theory (Vergnaud) and performed two rounds of interviews with seven medical residents, who watched the video freely during their residency in gynecology-obstetrics as they trained with experts. We find that videos can complement guided physical training, as they can provide the rationale behind expert action, something that is difficult to explicit during guided training. Still, their linear and static nature limits their integration as true adjuncts. We discuss our vision of moving towards interactive videos created with an ontological approach, developed in a workshop with four expert surgeons, which involves the ability to navigate through levels of information and layers of representations, so that experts can represent information to learners according to pedagogical models that complement their complex and extensive learning curricula.

What you don’t know won’t hurt you – Agnotology in anti-doping

When studying the production of knowledge for policy, focus is typically on science that is being done and taken up. This paper looks at the other side of the coin: science that remains undone or unseen. We analyse sports policies through the prism of ‘agnotology’, using the case of anti-doping as a ‘regulatory science’ (Jasanoff, 2011). Theoretical framework Agnotology refers to social production of ignorance (Proctor, 2008). Science may be suppressed, or otherwise not undertaken, or remain invisible (Boudia & Henry, 2022). Ignorance can range from deliberate hindrance to structural impediments (power to put issues onto the research agenda; resource allocation). Framing matters in policy, since any problem representation manages complexity by simplifying, and leaving gaps (Bacchi, 2009). Undone science may reproduce social inequality structures (Boudia & Henry, 2022). Connections can be made with sociology frameworks, such as Bourdieu’s concepts of habitus and field theory (Bourdieu, 1976). Scientific habitus is an incarnated form of being a scientist, which shapes issue selection and treatment (Jeon, 2019). Scientists self-censor for their career; certain research areas, or methods, are frowned upon. Ignorance is intrinsic to the construction of science: some statements may never be fortified into facts, e.g. if no scientist takes them up or challenges them (Latour & Woolgar, 1976). Various typologies exist of how organisations react to ignorance (Boswell & Badenhoop, 2019: elucidation, denial, resignation), or keep uncomfortable knowledge at bay (Rayner, 2012: denial, dismissal, diversion and displacement). Research questions How is ignorance created or maintained in anti-doping science? Research emphasis and gaps: what is (not) researched? What issues/methods are favoured/considered invalid? Policy uptake: what research is made visible or kept invisible? What actors are influential in the process? Influence of structures and power: who is authorised to do science? What is the role of the the World Anti-Doping Agency (WADA) and its regulatory framework? What strategies are developed in the face of ignorance? Methods i.) Analysis of the regulatory framework and other documents (Minutes of WADA Committees 2000-2022); ii.) semi-structured interviews with scientists (researchers with a record in publishing on doping related science) & decision-makers (officials at WADA & anti-doping organisations). We perform a content and discourse analysis, combining an inductive approach based on our experience in the field and the above frameworks. Preliminary Results The document analysis shows that scientists congregate into a community in which WADA authorizes who provide valid science. The most obvious aspect is accreditation by WADA of laboratories to perform doping analyses. Science predominantly involves these laboratories, based on their specialised expertise, but also privileged access to samples. WADA issues yearly research grants, selected through its expert committees. What science is then brought to the decision-making table also depends on WADA’s expert groups and science department. Through control of access to resources (samples, funding), coupled with regulation, WADA has a strong hold on the science produced. Next we identify, through interviews, specific areas of science that were/are unexplored or invisible, and can be furthered as case studies.

Teaching and learning processes from the perspective of Conceptual Fields Theory: a study in the Chemistry degree

Resumo O presente trabalho se insere em uma pesquisa mais ampla, cujo foco foi investigar um processo na formação inicial de professores de Química na perspectiva da Teoria dos Campos Conceituais (TCC). Apresentamos os processos de ensino aprendizagem como campo conceitual, com base nos preceitos da TCC, a qual foi tomada como referencial teórico e metodológico. Nesse sentido, foram analisadas as respostas de dois licenciandos em Química a um questionário relacionado às suas concepções sobre tais processos, com vistas a analisar a evolução de sua compreensão a esse respeito, à luz da TCC. Os resultados apontam para a possibilidade de se considerar o conceito de processos de ensino aprendizagem como campo conceitual e sinalizam a necessidade de sua abordagem durante a formação docente, a fim de favorecer a apropriação pelos licenciandos acerca desses processos.

Lewin's field theory as a lens for understanding incumbent actors’ agency in sustainability transitions

Understanding incumbent actors’ behavior is one of the current key targets in sustainability transitions research. Scholars studying incumbents’ agency have demanded the inclusion of broader social-science theories that bridge different levels (i.e., individual, group) and enable the inclusion of a multitude of actors’ drivers and motives into one coherent framework. The present article suggests that Kurt Lewin's field theory, an influential theory of social and organizational change, may be suited for this purpose. From the perspective of field theory, actors are exposed to various partially conflicting ‘field forces’ (e.g., related to needs, expectations, or roles). The relative strength of these forces determines actors’ decisions and behavior. The paper introduces key concepts of Lewin's field theory and reinterprets incumbents’ responses to sustainability transitions from a field-theoretical perspective. It elaborates on potential theoretical and methodical benefits of Lewin's field theory for studying incumbents’ agency and closes with a discussion of practical implications.

Affine Functions and Mixed Problems in Elementary School

Background : The understanding of the concept of function is complex for students of Basic Education to. The National Common Curriculum Base (BNCC) recommends that ideas of function, such as regularity, pattern generalisation and proportionality, be studied from the initial years of elementary school. Objectives: We aim to analyse function ideas mobilised by 5 th -grade students when solving mixed problems, that is, problems involving operations of addition or subtraction and multiplication or division. Design: This study used a qualitative participant approach. Setting and participants: Thirteen elementary school 5 th graders attending a rural school participated in the research. Data collection and analysis: The six groups of students solved four mixed problems implemented by the researcher during class time. The analyses were based on the conceptual fields theory, from audio recordings of the groups’ dialogues, their written productions and through the researcher’s notes. Results: The analyses show that the six groups of students expressed the ideas of function correspondence, dependence, regularity, variable, proportionality, and affine function modelling , and two groups expressed the idea of generalisation . Mixed problems can be associated with affine function ideas and can be solved by students since the initial years. Conclusions: Based on the results and on the conceptual fields theory, we argue that mixed problems should be proposed from the initial years so that ideas of function are appropriated and deepened by students during the school process.

“Cowing to the Unnecessary Pressures”: Examining Story Forms Sports Journalists Employ for Sports-Related Sociopolitical Issues

The sports pages have historically been economic drivers for newspapers, and editors have maintained cozy relationships with the entities they cover, both of which have led to a laissez-faire attitude about the journalism aspect of sports journalism. But with sports and social issues intersecting in a way unseen, with a few exceptions, since the 1960s, sports reporters can no longer ignore these stories. The questions then become, how are they covering these stories, and why do the story forms vary? This study answers those questions using a combination of interviews with 20 journalists and aspects of Bourdieu’s field theory. The results provide three main takeaways: (1) Journalists take a position in the field depending on which stories they cover and which of the four main story types they use to cover sociopolitical issues related to sports: humanity stories, investigative deep dives, off-the-field issues, and hot takes. (2) Economics play a factor in the decision whether to cover these issues. (3) Not all sports reporters have the skills to cover these issues or employ certain story types. Findings are placed in the context of field theory concepts.

Microscopic and macroscopic effects in the decoherence of neutrino oscillations

We present a generic structure (the layer structure) for decoherence effects in neutrino oscillations, which includes decoherence from quantum mechanical and classical uncertainties. The calculation is done by combining the concept of open quantum system and quantum field theory, forming a structure composed of phase spaces from microscopic to macroscopic level. Having information loss at different levels, quantum mechanical uncertainties parameterize decoherence by an intrinsic mass eigenstate separation effect, while decoherence for classical uncertainties is typically dominated by a statistical averaging effect. With the help of the layer structure, we classify the former as state decoherence (SD) and the latter as phase decoherence (PD), then further conclude that both SD and PD result from phase wash-out effects of different phase structures on different layers. Such effects admit for simple numerical calculations of decoherence for a given width and shape of uncertainties. While our structure is generic, so are the uncertainties, nonetheless, a few notable ones are: the wavepacket size of the external particles, the effective interaction volume at production and detection, the energy reconstruction model and the neutrino production profile. Furthermore, we estimate the experimental sensitivities for SD and PD parameterized by the uncertainty parameters, for reactor neutrinos and decay-at-rest neutrinos, using a traditional rate measuring method and a novel phase measuring method.

Affine Functions Using GeoGebra: An Investigation From the Perspective of Conceptual Fields Theory

This research aims to present the results of a mathematical investigation in the teaching of affine function with the support of the GeoGebra software, analyzed from the perspective of the theory of conceptual fields in the context of hybrid teaching, using the teaching methodology inverted classroom changing the traditional way of teaching. The applied research methodology was the case study, which was structured with a class of 38 high school students from a Brazilian full-time public school. The proposed activity was developed from the construction called affine function (interactive activity), available on the GeoGebra platform, and was structured in two meetings, one remotely and the other in person. The results show us the need to investigate the study of the affine function using digital technology in a more dynamic design in GeoGebra.

Field theory spin and momentum in water waves.

Spin is a fundamental yet nontrivial intrinsic angular momentum property of quantum particles or fields, which appears within relativistic field theory. The spin density in wave fields is described by the theoretical Belinfante-Rosenfeld construction based on the difference between the canonical and kinetic momentum densities. These quantities are usually considered as abstract and non-observable per se. Here, we demonstrate, both theoretically and experimentally, that the Belinfante-Rosenfeld construction naturally arises in gravity (water surface) waves. There, the canonical momentum is associated with the generalized Stokes drift phenomenon, while the spin is generated by subwavelength circular motion of water particles. Thus, we directly observe these fundamental field theory properties as microscopic mechanical properties of a classical wave system. Our findings shed light onto the nature of spin and momentum in wave fields, demonstrate the universality of relativistic field theory concepts, and offer a new platform for their studies.

Conceptual Fields and Magnetic Field: a theoretical model for epistemological classification of tasks in magnetostatics

This work presents a theoretical model for epistemological classification of tasks in magnetostatics aimed at High School and Higher Education. The approach is based on the theory of conceptual fields and includes classification in terms of thought operations necessary to solve the tasks and in these situations’ parameters. Four primary classes of situations are proposed, namely, description of magnetic interactions, analogic symbolization of magnetic fields, non-analogic symbolization of magnetic fields and calculation of magnetic fields. These classes cannot be reduced one to another, however they can occur simultaneously in the same task. Each one was subdivided in secondary classes of situations based on parameters they can assume and ordered by epistemological complexity. As contributions for physics teaching research this work offers a theoretical-methodological model for analyzing students’ progression in the conceptual field of magnetostatics, a conceptual structure for building situations based on predicative and operational competences for understanding the concept of magnetic field, and a practical example of epistemological classification of situations that can be adapted for other areas of Science like Quantum Mechanics, for example.

Language Markers of Leadership in Political Discourse

Leadership as an indispensable element of social relations is an object of research within different schools of thought; however, its common understanding has not been developed yet. Different authors share the opinion that leadership includes authority, ability to lead, take decisions, influence people, organize and structure group interaction, unite people to achieve a goal. In linguistics it is studied in sociolinguistics, political and anthropological linguistics. In the research the authors aim at detecting special language markers of leadership in the speech of a political leader which are verbalized by language means of different language layers, while their choice depends on sociocultural codes shared by the leader, typical of certain linguoculture, age, social, professional group, and stipulated by individual features of the leader’s personality. Considering the existing approaches to linguistic markers analysis, the authors point out at the relevance of sociolinguistic and athropolinguistic approaches, as these markers lie in the area of intersection of social dialect and leader’s idiolect. On the material of the interview of V.V. Putin to NBC journalist the authors attempt to detect, describe and classify markers of leadership in the political leader’ discourse. To define the lexical means of verbalization of leadership the authors employ the theoretical insights of conceptual fields theory. Pragmarhetoric markers are studied through speech acts theory. The research proved the authors’ hypothesis that a leader’s speech contains a multi-level complex of language markers of leadership, i.e. lexical and pragmarhetoric units which express the phenomenon of leadership in the discourse of a political leader.

Smooth 1-Dimensional Algebraic Quantum Field Theories

This paper proposes a refinement of the usual concept of algebraic quantum field theories (AQFTs) to theories that are smooth in the sense that they assign to every smooth family of spacetimes a smooth family of observable algebras. Using stacks of categories, this proposal is realized concretely for the simplest case of 1-dimensional spacetimes, leading to a stack of smooth 1-dimensional AQFTs. Concrete examples of smooth AQFTs, of smooth families of smooth AQFTs and of equivariant smooth AQFTs are constructed. The main open problems that arise in upgrading this approach to higher dimensions and gauge theories are identified and discussed.

The use of the dot in writing and reading numbers

Neste artigo revelamos teoremas em ação mobilizados por crianças do 4º ano do Ensino Fundamental em atividades relacionadas à escrita de números com algarismos e à leitura destes na forma corrente. Os dados que compõem parte da Engenharia Didática foram analisados considerando aspectos da Teoria dos Campos Conceituais e da Teoria das Situações. Os resultados indicam: que as fases adidáticas de ação, formulação e validação permearam a aplicação das atividades quando, por exemplo, as crianças elaboraram as estratégias para resolver os cálculos propostos; a mobilização de diferentes teoremas em ação, principalmente os ligados ao uso do ponto para facilitar a leitura e a organização do número.