Spatial Thinking And External Representation
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Spatial Thinking and External Representation
Spatial knowledge takes different forms in different societies and at different times in history depending on the spatial experiences accounted for and the available means for the external representation of knowledge. The volume presents and analyses manifestations of spatial thinking in the language and practices of recent non-literate societies, in the administrative institutions of early civilizations, in discursive contexts of ancient Greece and China, in early modern natural philosophy and metaphysics, and in twentieth-century physics, and discusses their historical and structural relations.
Learning to Think Spatially
Author: National Research Council
language: en
Publisher: National Academies Press
Release Date: 2005-02-03
Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.
Diagrammatic Representation and Reasoning
Author: Michael Anderson
language: en
Publisher: Springer Science & Business Media
Release Date: 2011-06-27
Diagrams are essential in most fields of human activity. There is substan tial interest in diagrams and their use in many academic disciplines for the potential benefits they may confer on a wide range of tasks. Are we now in a position to claim that we have a science of diagrams-that is, a science which takes the nature of diagrams and their use as the central phenom ena of interest? If we have a science of diagrams it is certainly constituted from multiple disciplines, including cognitive science, psychology, artificial intelligence, logic, mathematics, and others. If there is a science of diagrams, then like other sciences there is an appli cations, or engineering, discipline that exists alongside the science. Applica tions and engineering provide tests of the theories and principles discovered by the science and extend the scope of the phenomena to be studied by gen erating new uses of diagrams, new media for presenting diagrams, or novel classes of diagram. This applications and engineering side of the science of di agrams also comprises multiple disciplines, including education, architecture, computer science, mathematics, human-computer interaction, knowledge ac quisition, graphic design, engineering, history of science, statistics, medicine, biology, and others.