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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Academia.edu
(A Community of about 40.000.000 Academics)


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
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


Recognizing the Need for Rich Contextualization in the Classroom and Applying it with Modified Bloom's Cognitive Domain Taxonomy for Successful Teaching of Physics 106 (Physics II – Electricity, Magnetism and Light)

Matthew E. Edwards


Engaging students to teach new concepts and to have students achieve individualized learning with the successful integration of those new concepts with their existing knowledge has been and remains the primary goal of college education. In this study drawing on information gathered over the past 2 plus decades, my findings have led me to develop two new separate ascending teaching-structures that are significantly helping me with content delivery, and simultaneously helping my students achieve greater success in mastering the material of my Physics 106 (Physics II, Electricity, Magnetism and Light) classes. These two teachingstructures, called Contextualization Teaching and Rich Contextualization Teaching (RCT), with each structure relying on various aspects of a modified Bloom’s cognitive domain taxonomy and on my description of and when to use each structure, along with my introduction of “subject learning convergences,” are described and illustrated here. Finally, of students with open-minds and mentally connected to the subject being taught, I make the suggestion that my two ascending teaching-structures can be used for teaching such students new-concepts in any academic course where engaging students to teach new concepts represents the primary focus.

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