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Practical Reasoning About Complex Activities [chapter]

Esteban Guerrero, Helena Lindgren
2017 Lecture Notes in Computer Science  
An argument-based deliberation is proposed which progressively reason about activity segments in a bottom-up manner.  ...  In this paper, we present an argument-based mechanism to generate hypotheses about belief-desire-intentions on dynamic and complex activities of a software agent.  ...  In summary, the following technical contributions are presented: 1) a notion of practical reasoning about complex agent activities; 2) a progressive bottom-up deliberation based on answer-set programming  ... 
doi:10.1007/978-3-319-59930-4_7 fatcat:fcywtjv63baa5kz4k6dm6qztde

Page 617 of Journal of Philosophy of Education Vol. 39, Issue 4 [page]

2005 Journal of Philosophy of Education  
In the exercise of practical reason, as in say education, the desired outcomes are however not primarily bodies of propositions but rather agreed bodies of activities and practices in the doing of which  ...  Practical discourse and its patterns of reasoning must therefore be developed in practice itself if it is to be at all adequate to the complexities of determining human good and its achievement.  ... 

IDEALIZATION, JUSTICE, AND THE FORM OF PRACTICAL REASON

Simon Hope
2016 Social Philosophy and Policy  
I argue that the appropriate form of reflection on the nature and justification of standards of justice and morality is the form of practical reason.  ...  I further argue that the form of practical reason cannot support many of the idealizations typically deployed in modern moral and political philosophy.  ...  So the test of reflective scrutiny must have the form of practical reason: it is reasoning about which central ordering concepts shape one's activity.  ... 
doi:10.1017/s0265052516000224 fatcat:5rxypjdkjnaafa36zu6xjy7o4y

Integrating Essential Components of Quality Improvement into a New Paradigm for Continuing Education

Thomas J. Van Hoof, Thomas P. Meehan
2011 Journal of Continuing Education in the Health Professions  
Other important components of the paradigm should provide educational leaders with guidance about what interventions work, reasons why interventions work, and what contextual factors may influence the  ...  Continuing education (CE) that strives to improve patient care in a complex health care system requires a different paradigm than CE that seeks to improve clinician knowledge and competence in an educational  ...  article is the importance of combining ideas from QI and education to plan activities that reflect the complexity of both the learning process and the practice environment.  ... 
doi:10.1002/chp.20130 pmid:21953662 fatcat:5ylmulw66zaszm6k6yw25of7ai

Integrating Essential Components of Quality Improvement into a New Paradigm for Continuing Education

Thomas J. Van Hoof, Thomas P. Meehan
2017 Journal of Continuing Education in the Health Professions  
Other important components of the paradigm should provide educational leaders with guidance about what interventions work, reasons why interventions work, and what contextual factors may influence the  ...  Continuing education (CE) that strives to improve patient care in a complex health care system requires a different paradigm than CE that seeks to improve clinician knowledge and competence in an educational  ...  article is the importance of combining ideas from QI and education to plan activities that reflect the complexity of both the learning process and the practice environment.  ... 
doi:10.1097/ceh.0000000000000180 pmid:29227433 fatcat:zlddqb63s5gbfbuhzu2zsgwe54

Editorial

Florent Champy
2018 Professions and Professionalism  
What then are the reasons for studying complexity? Complexity: An underestimated issue The first reason for focusing on complexity comes from changes in work contexts.  ...  The reason is that occupational activities are affected unevenly by these developments, depending on the complexity of the cases and the situations that professionals deal with.  ... 
doi:10.7577/pp.2655 fatcat:a5uwgqwzwzeihazev4tpgqrbwi

Beyond (or not) the teacher's manual

Matheus André Agnoletto, Adriana De Carvalho Kuerten Dellagnelo
2018 Brazilian English Language Teaching Journal  
This study aims to analyze the extent to which a novice teacher follows (or not) the classroom practices suggested in the teacher's manual he works with, and to uncover the reasoning behind his practice  ...  Also, the participant answered three questionnaires about his perceptions in relation to the use of the textbook and the teacher's manual.  ...  When questioned about the reason why he brought this activity, Alex answered "I thought it was a good way to get them to practice the 'if' sentences, the conditional.  ... 
doi:10.15448/2178-3640.2018.1.31982 fatcat:to2mxmfme5g5pidewkpi2mdjtu

Sociocultural approaches to learning and development: A Vygotskian framework

Vera John-Steiner, Holbrook Mahn
1996 Educational Psychologist  
Results indicate a relationship between the task's targeted scientific practice and how students used evidence in their arguments as well as between the task's cognitive demand and the complexity of reasoning  ...  Analysis of the complexity of reasoning in students' arguments using a learning progression on chemical thinking indicated that students did not employ very complex reasoning to construct arguments.  ...  2010 ) calls for consideration of students' reasoning about causal mechanisms.  ... 
doi:10.1080/00461520.1996.9653266 fatcat:vgtkijgtmndwtn3ydgvk6vs6kq

Key Practices in the English Language Arts (ELA): Linking Learning Theory, Assessment, and Instruction

Paul Deane, John Sabatini, Gary Feng, Jesse Sparks, Yi Song, Mary Fowles, Tenaha O'Reilly, Katherine Jueds, Robert Krovetz, Colleen Foley
2015 ETS Research Report Series  
If assessment design begins by identifying a limited set of key practices, and continues by identifying scenarios that capture core activities in one of those key practices, there is every reason to be  ...  A series of questions can help students perform this activity: What reasons can I use to support my conclusions? Do I have enough evidence to support each reason?  ... 
doi:10.1002/ets2.12063 fatcat:im4ezutwdfg4pit3vsg525qjem

Eliciting teachers' technological pedagogical knowledge

Maaike Heitink, Joke Voogt, Petra Fisser, Liesbet Verplanken, Johan Van Braak
2017 Australasian Journal of Educational Technology  
Many teachers reasoned about using ICT for adapting their teaching to student needs, but this was seldom observed in practice.  ...  We argue that teachers' reasoning about pedagogy elicits their technological pedagogical knowledge (TPK).  ...  Number of video clips that showed specific teacher behaviour in their practice (P), their use of ICT in this practice (ICT) and their reasoning about ICT use in this practice (R) Activating learning  ... 
doi:10.14742/ajet.3505 fatcat:ucmm6l7z2zd5znw4gzb25l7dgq

Technology-Based Strategies for Promoting Clinical Reasoning Skills in Nursing Education

Teresa Shellenbarger, Meigan Robb
2015 Nurse Educator  
Effective use of online, classroom, and clinical conferencing opportunities helps to enhance nursing students' clinical reasoning capabilities needed for practice.  ...  This article presents technology-based strategies such as electronic concept mapping, electronic case histories, and digital storytelling that can be used to facilitate clinical reasoning skills.  ...  in practice.  ... 
doi:10.1097/nne.0000000000000111 pmid:25402714 fatcat:nvsdpser2vfkhlmzejkzskcubi

Recognizing Students' Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry

Erin Dolan, Julia Grady
2010 Journal of Science Teacher Education  
Yet, even when inquiry teaching is practiced, complexity of students' reasoning may be limited or unbalanced.  ...  We describe an analytic tool for recognizing when students are engaged in complex reasoning during inquiry teaching.  ...  We also thank Dustin Bond, Deborah Johnson, David Lally, Christine Luketic, Deniz Peker, Tonya Pruitt, Kathryn Sykes Smith, and Alyson White for their ongoing discussions about this work and for their  ... 
doi:10.1007/s10972-009-9154-7 pmid:21113314 pmcid:PMC2990477 fatcat:vdkkqxiuwjdirhnetst5ornyjy

Designing Curriculum and Instruction for Computer-Supported Complex Systems Teaching and Learning in High School Science Classrooms

Emma Anderson, Susan A. Yoon, Jessica Koehler-Yom
2015 Journal of research in stem education  
Furthermore, we do not know what supports teachers themselves say that they need to teach about complex systems in their classrooms.  ...  In this study, we present a curriculum and instruction framework that outlines how teaching and learning about complex systems in high school science classroom contexts can be done.  ...  Working closely in PD activities with our teachers, we gathered information about whether their instructional practices changed and investigated reasons for how and why they changed.  ... 
doi:10.51355/jstem.2015.5 fatcat:zkm4k2r36bdtvpvuguylkkrly4

Sociocultural learning in emergency medicine: a holistic examination of competence

Marcia A Docherty
2020 Diagnosis  
Therefore, the formal assessment of competent clinical reasoning performance, as a situated practice, may benefit from delineating how much of the context of an activity system is required to be competently  ...  Objectives In the medical community of practice, the resident is situated in systems of professional and cultural activities.  ...  Systems and complexity Situativity theory allows us to view medical knowledge and the development of clinical reasoning as a complex social phenomenon of practice and culture [6] .  ... 
doi:10.1515/dx-2020-0001 pmid:32651976 fatcat:lukjqswdrrhvvgytv5tjqansyq

Geneticus Investigatio: a technology-enhanced learning environment for scaffolding complex learning in genetics

Anurag Deep, Sahana Murthy, Jayadeva Bhat
2020 Research and Practice in Technology Enhanced Learning  
The results indicate high learning gains after interacting with GI and learner perceptions that activities in GI help learn concepts and inquiry practices along with its integration.  ...  In the first DBR cycle, we identified the pedagogical design features and learning activities of GI based on an exploratory study with bio-science instructors for facilitating complex learning.  ...  about the experiment...'  ... 
doi:10.1186/s41039-020-00145-5 fatcat:tpbi6zcacndwnesvm3dw3u5zoa
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