Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

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Transfer Learning for Facial Emotion Recognition on Small Datasets
Paolo Barile, Clara Bassano, Paolo Piciocchi
(pages: 1-5)

How to Link Educational Purposes and Immersive Video Games Development? An Ontological Approach Proposal
Nathan Aky
(pages: 6-13)

Application of Building Information Modeling (BIM) in the Planning and Construction of a Building
Renata Maria Abrantes Baracho, Luiz Gustavo da Silva Santiago, Antonio Tagore Assumpção Mendoza e Silva, Marcelo Franco Porto
(pages: 14-19)

Transformative, Transdisciplinary, Transcendent Digital Education: Synergy, Sustainability and Calamity
Rusudan Makhachashvili, Ivan Semenist
(pages: 20-27)

New Online Tools for the Data Visualization of Bivalve Molluscs' Production Areas of Veneto Region
Eleonora Franzago, Claudia Casarotto, Matteo Trolese, Marica Toson, Mirko Ruzza, Manuela Dalla Pozza, Grazia Manca, Giuseppe Arcangeli, Nicola Ferrè, Laura Bille
(pages: 28-32)

Geodata Processing Methodology on GIS Platforms When Creating Spatial Development Plans of Territorial Communities: Case of Ukraine
Olena Kopishynska, Yurii Utkin, Ihor Sliusar, Leonid Flehantov, Mykola Somych, Oksana Yakovlieva, Olena Scryl
(pages: 33-40)

D-CIDE: An Interactive Code Learning Program
Lukas Grant, Matthew F. Tennyson, Jason Owen
(pages: 41-46)

Interdisciplinary Digital Skills Development for Educational Communication: Emergency and Ai-Enhanced Digitization
Rusudan Makhachashvili, Ivan Semenist, Ganna Prihodko, Irina Kolegaeva, Olexandra Prykhodchenko, Olena Tupakhina
(pages: 47-51)

Interdisciplinarity in Smart Systems Applied to Rural School Transport in Brazil
Renata Maria Abrantes Baracho, Mozart Joaquim Magalhães Vidigal, Marcelo Franco Porto, Beatriz Couto
(pages: 52-59)

Peculiarities of the Realization of IT Projects for the Implementation of ERP Systems on the Path of Digitalization of Territorial Communities Activities
Olena Kopishynska, Yurii Utkin, Ihor Sliusar, Khanlar Makhmudov, Olena Kalashnyk, Svitlana Moroz, Olena Kyrychenko
(pages: 60-67)


 

Abstracts

 


ABSTRACT


Applying Individualized Symbolic Mental Structures with Four Intellectual Utilities for Implementing Cognitive Learning in Two Different Level-Physics Courses

Matthew E. Edwards


In this paper, we have considered two competing methodologies, which may be used as the first two of four necessary utilities for implementing effective cognitive learning—the type of learning that is achieved by assimilating and accommodating new information with prior knowledge. The first of these methodologies has been provided through constructivism. According to the philosophies of the renowned psychologist and philosopher Jean Piaget, learning a new concept requires the mind to enter a state of disequilibrium and then progress through stages to re-establish a new equilibrium. Human intellect persists in a dynamic equilibrium state, while maintaining self-satisfaction and contentment. This equilibrium state allows reflective thought and reassurance within an individual about what he or she already knows. Moreover, according to Piaget, a student is thrown into a state of mental disequilibrium with the onset of receiving and assimilating a new concept, and it is a desire to remove the disequilibrium that results in cognitive learning. The second method for implementing cognitive learning has been advanced by the lesser-known Soviet Psychologist Lev Vygotsky, who expressed the notion that cognitive learning does not occur from removing a state of disequilibrium, but rather, it occurs from Cognitive Development instead. Cognitive Development occurs from the integration of both learning and an individual’s sociocultural development, and as an outcome, manifests as an effective cognitive learning procedure. Additionally, Vygotsky has provided the philosophy that the nurturing of students is required in order to have both learning and sociocultural development to occur concurrently, instead of having only a natural assimilation and accommodation from a disequilibrium as asserted by Piaget. In this regard, we have reviewed briefly Jean Piaget’s Constructivism, Lev Vygotsky’s Cognitive Development Adaptation, Karl Popper’s Three Worlds View Hypothesis, with its falsifiability component, and Bloom’s affective and cognitive domains while considering each structure as a separate utility. Lastly, we have presented our notion of applying Individualized Symbolic Metal Structures (ISMSs), which allows through these methods the first-step effort beyond rote memorization to achieve cognitive learning.

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