Browsing by Subject "käsitteet"
Now showing items 1-5 of 5
-
(2002)Tutkielma käsittelee nykyisiä kognitiotieteen teorioita käsitteistä ja niiden mallintamista oliokeskeisillä tietämyksen esittämisen menetelmillä. Käsiteteorioista käsitellään klassinen, määritelmäteoria, prototyyppiteoria, duaaliteoriat, uusklassinen teoria, teoria-teoria ja atomistinen teoria. Oliokeskeiset menetelmät ovat viime aikoina jakautuneet kahden tyyppisiin kieliin: oliopohjaisiin ja luokkapohjaisiin. Uudet olio-pohjaiset olio-ohjelmointikielet antavat käsitteiden representointiin mahdollisuuksia, jotka puuttuvat aikaisemmista luokka-pohjaisista kielistä ja myös kehysmenetelmistä. Tutkielma osoittaa, että oliopohjaisten kielten uudet piirteet tarjoavat keinoja, joilla käsitteitä voidaan esittää symbolisessa muodossa paremmin kuin perinteisillä menetelmillä. Niillä pystytään simuloimaan kaikkea mitä luokkapohjaisilla kielillä voidaan, mutta ne pystyvät lisäksi simuloimaan perheyhtäläisyyskäsitteitä ja mahdollistavat olioiden dynaamisen muuttamisen ilman, että siinä rikotaan psykologisen essentialismin periaatetta. Tutkielma osoittaa lisäksi vakavia puutteitta, jotka koskevat koko oliokeskeistä menetelmää.
-
(2020)Objectives. The purpose of this study is to use philosophical conceptual analysis to open up concepts that are linked to the values of the 2014 basic education curriculum, utilizing a literature review collected through a descriptive literature review. In the first chapter, after the introduction, I discuss the theoretical framework of the study. In the second main title, I focus on the meaning of the study and the research questions, as well as some previous research and literature. I would like to highlight a few previous studies, such as Leevi Launonen's dissertation. The third main title focuses on the results of the study. This is followed by the reliability of the study, the conclusions and the reflection. Methods. In my research, I utilized philosophical concept analysis as well as educational philosophical methods. Results and conclusions. It would seem from my study that values are an integral part of education and its goals. The concepts raised from the curriculum are ambiguous and linked to other value concepts. The concepts I analyze are all variable and require explanation in order to know what they mean.
-
(2018)Objectives. Sustainability gets talked about in many arenas. However, it is not always clear what is actually talked about when sustainability is discussed. The theoretical framework of the study lies in sustainability theories and their incorporation to craft as well as in the phi-losophy of science in the area of concepts and definitions. The research assignment is to describe, analyse and interpret the concept of sustainability and its definitions in craft in peer-reviewed craft science texts. Methods. The data which consisted of 24 peer-reviewed texts in English, was gathered at the beginning of the year 2015. Data analysis was a multistage mainly qualitative content analysis method triangulation whereby all the individual texts were first operationalised to 24 definitions. Results and Conclusions. At the beginning of the year 2015 sustainable craft concept was not to be found in the peer-reviewed craft science texts, nor was sustainability explicitly de-fined in craft neither there was not a definition of sustainability in craft based on a broad survey that is common in qualitative research. The results show that an abstract, multifac-eted and multi-layered concept was mainly defined as one-sided, on a surface level and in-strumental despite the fact that it was considered important across the board. The most sig-nificant category of definition was eco-efficiency, which is always by definition an insufficient solution. On the whole the topic was deemed significant, but the understanding of it was ra-ther poor, therefore the applications to craft science were quite incomplete. Thus, craft could not show its best qualities. There is need for more research so that science would fulfil its function and it would cumulate and correct itself.
-
(2014)According to the recent draft of the renewed Finnish national core curriculum, the basic concepts of grammar are to be learned already in the primary school when they are taught by a classroom teacher. As the basis of metalinguistic awareness, the grammatical concepts are complex and abstract, and a body of research evidence has raised public worry about the teachers' insufficient pedagogical content knowledge in this area; some authorities have even suggested replacing the classroom teachers, who receive very little grammar instruction during their training, with subject teachers of Finnish as the mother tongue in the fifth and sixth grades of basic education. This study aims at understanding student teachers' grammatical thinking from the point of view of the sentence elements subject and object, both usually taught during the fifth grade. I research the students' capability of identifying and defining the sentence elements and the minitheories they used in this cognitive process. I also study the relation between each minitheory and success in the grammar test. The study is part of a project that evaluates the student teachers' grammatical content knowledge, for which the data was collected in 2011. The students (N = 128) took a grammar test in which they identified the sentence elements, explained the strategies they used in the task, and also marked a fifth-grader's grammar test. I studied the minitheories using content analysis of the open-ended questions and examined their effectiveness with quantitative methods. I also considered the students' earlier performance in the national matriculation exam in relation to the level of grammatical content knowledge pictured by the test. The students were familiar with the concepts of subject and object as well as their semantic definitions but only 9.4 % of the participants managed to identify all the five subjects, and 21 % of them all the four objects. The separate and content-based analysis of the minitheories of subject and object showed that the students searched for both of them by using the same minitheories that I call semantic, syntactic, interrogative, and morphological. The morphological minitheory appeared effective in both cases, the syntactic minitheory in the subject tasks, and a combination of many minitheories in the object tasks. Therefore, the teacher education needs to put emphasis on the students' content knowledge in order to ensure that they have the profound grammatical understanding required by the curriculum.
-
(2012)This study attempts to offer a consistent reading of Martin Heidegger’s notion of meaning within his philosophy of language. The reading widely utilizes Heidegger’s lifetime work, reaching from his earlier writings published prior to his first major work Being and Time (Sein und Zeit, 1927) to his later publications of the late 1950s. Through a discussion on the key concepts of Heidegger’s approach to language as introduced in Being and Time, an understanding of meaning as a dynamic process of execution, rooted in Heidegger’s earlier concept of Vollzugssinn, is suggested. The pre-predicative element of meaning, often viewed in secondary-literature as remaining beyond language and hence as being characteristically non-linguistic, is regarded in the presented reading as remaining within language. This is related to Heidegger’s effort to circumvent what he called the 'metaphysical distinction' (metaphysischer Unterschied), i.e., the traditional distinction between contingent sounds and the definitional meaning they refer to. The study elaborates the notion of meaning in Heidegger’s later publications as a process of continuous execution and connects it with the concept of movement. Movement as a distinctive character of language is distinguished from the idea of an unattainable chaotic stream. Here I briefly compare Heidegger’s standpoint to that of Wilhelm Dilthey (1833–1911) and his take on language. I show that Heidegger’s new notion of linguistic meaning leads to a transformed notion of experience. Finally, the acquired terminological tools are utilized to conceptually unfold language and to carefully examine the boundary between language and silence, music, gesture and dance. In this context, Heidegger’s terms 'earth' (Erde) and 'world' (Welt) are approached. My reading thus attempts to illustrate how Heidegger attains a renewed, broader notion of meaning beyond the metaphysical distinction and thus introduces an innovative and novel conception of language.
Now showing items 1-5 of 5