DVA215 INFORMATION - KUNSKAP - VETENSKAP

Transcription

1 DVA215 INFORMATION - KUNSKAP - VETENSKAP GENERALISERBARHET Gordana Dodig-Crnkovic Akademin för innovation, design och teknik, Mälardalens högskola 1

2 INFORMATION 2

3 KUNSKAP g g Google Knowledge Graph 3

4 VETENSKAP Atlas of Science 4

5 se/2012/04/human-connectome-project html Human Connectome Project 5

6 DATA INFORMATION - KUNSKAP KUNSKAP INFORMATION DATA LÄRANDEPROCESSEN effektiviserar interaktioner Levande organismer är läraktiga agenter Människan som interaktiv varelse och informationsvarelse (inforg) 6

7 NÄTVERKSMODELLER socialt nätverk proteinnätverk i jästceller www 7

8 KUNSKAPSGENERATION: VÄRLDEN SOM INFORMATION FÖR EN AGENT Bilden från:

9 Barnet föds med nervsystemet och hjärnan och förmågan att ta olika intryck från världen. LÄRAN DE OC CH KU NSKA AP // xeikurakin n.org/ Hebbs teori: "celler som avfyras tillsammans, sammankopplas" (eng. "cells that fire toghether, wire togher"). 9

10 INFORMATIONSNÄTVERK ORGANISMER MÄNNISKAN SOCIALA GRUPPER CELLER EKOLOGIER MOLEKYLER PLANETSYSTEM ATOMER GALAXER ELEMENTÄRA PARTIKLAR UNIVERSUM mit edu/events/fall11/networks Networks understanding networks, MIT conference Albert-László Barabási

11 GENERALISABILITY Based on FontD Seminar 2004 Hans Niedderer Mälardalens Högskola

12 ASPECTS OF GENERALISABILITY Aspect 1: Statisticsti ti and classical l quantitative design Aspect 2: Generalisability as essential feature of theory Aspect 3: Generalisability and paradigm (Kuhn)

13 ASPECT 1: GENERALISABILITY GUARANTEED BY DESIGN? Weaknesses of case studies (Wirth & Leutner 2004) No discovery of a universal, generalizable truth No discovery of a cause-effect relationship Not appropriate for testing hypotheses

14 GENERAL EMPIRICAL APPROACH (Wirth & Leutner 2004) Question Deduction of Problem hypothesis Theory Scientific observation Internal Validity Generalization Induction Modification Validation: "building the right thing? Verification "building it right?".

15 GENERAL EMPIRICAL APPROACH (Wirth & Leutner 2004) Question Problem Deduction of hypothesis Theory Scientific observation Internal Validity Generalization Induction Modification => "External validity"

16 EXTERNAL VALIDITY Extent to which conclusions drawn from a scientific observation can be generalized to other situations ti or points of time. Control environmental conditions, real life setting, representative sample, replication (in different contexts), theory use

17 Aspect 1: Statistics and classical quantitative design Generalisability... seen as a problem of design and statistical evidence.

18 Aspect 2: Generalisability as essential feature of theory Reif, F., Larkin, J. H. (1991) Cognition in Scientific and Everyday Domains: Comparison and Learning Implications, JRST Vl28NO9 Vol. 28, NO. Central goal: Optimal prediction and explanation Requirements: Maximal generality, parsimony, precision, consistency "Generalisability as definition of science" (Reif, Larkin, Schecker, Niedderer) Generalisability... seen as amount and quality of use of theory.

19 THEORY WITH GENERAL CONCEPTS Try to come to general definitions of concepts: use the same definition iti for every case, not one definition iti in one case and a different definition in an other case (as we would all do it in everyday y life context!) Similar: work on general claims or hypotheses

20 Aspect 3: Generalisability as acceptance in the scientific community T. S. Kuhn distinguishes three phases of development of a scientific theory: the pre-paradigmatic phase: Many different questions, many "theories", little generalisability the paradigmatic phase, high generalisability of paradigmatic research the revolutionary phase: generalisability of the new paradigm takes time to build up.

21 Aspect 3: Generalisability as acceptance in the scientific community In the paradigmatic phase of research, there are agreed questions concepts repeated and agreed results meanings This gives a body of agreed knowledge which h gives the highesth amount of generalisability (Generalisability by cummulation in the scientific community)

22 PARADIGM SHIFT ABOUT TEACHING AND LEARNING Transmissive Instruction Teacher Information Student Acceptance in the community of practioners: still high Const ruct ivist Instruct ion Teacher e a L r n i St ud ent Mind n g Example of a generalisable statement, not yet fully accepted: A learner's constructions are different from the teaching input - as a rule, not as an accident E INFORMATION NETWORK VIEW n e nt EVEN MORE COMPLEX! n v i r o n m e (Gordana s comment)

23 FINAL CONCLUSION Try to come to theoretical definitions of concepts and claims, thus building up potential ti generalisability Generalisability is a decision of the community of researchers, developping a paradigm (Kuhn), coming to paradigmatic research This decision is based on empirical research in combination with normative decisions i about relevant questions and theoretical approaches To formulate it the other way round: I do not believe in generalisability from one study.

24 FINAL CONCLUSION In this view, generalisability means similar questions are asked with similar theory with similar il results by (many) other researchers This is why literature search and writing a "state of the art" and relating this to own results is so important!

25 INFORMATION - KUNSKAP VETENSKAP? VI BEFINNER OSS I EN KOGNITIV REVOLUTION O OCH DET ÄR VIKTIGT ATT FÖRSTÅ HUR PROCESSER AV SKAPANDE AV KUNSKAP FUNGERAR -in-cognitive-sciences-december-2012.jpg 25