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A Folding Model of Concept Genesis and Its Application to Teaching Biology

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Knowledge Acquisition, Organization, and Use in Biology

Part of the book series: NATO ASI Series ((NATO ASI F,volume 148))

Abstract

A concept is understood here as a tripartite structure in the human mind consisting of a name, a standardized meaning (the logic core) and the associative framework surrounding the core. This concept of a concept is based on the assumption of a linear storage of everyday events in our memory by means of associative links (coincidence in time; Ebbinghaus), and subsequent secondary folding of the ‘chain’ by means of logical relations between similar events. Consequent application of this model to teaching leads to ‘zigzag learning’, which will be explained here as a successful method of concept formation in biology courses.

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Authors and Affiliations

  1. Faculty of Education, University of Hamburg, Von-Melle-Park 8, D-20146, Hamburg, Germany

    Gerhard Schaefer

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  1. Gerhard Schaefer
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Editors and Affiliations

  1. Center for Research in Mathematics and Science Education, San Diego State University, 6475 Alvarado Road, Suite 206, San Diego, CA, 92120-5006, USA

    Kathleen M. Fisher

  2. Centre for Academic Practice, University of Strathclyde, The Graham Hills Building, 50 George Street, Glasgow, G1 1QE, Scotland, UK

    Michael R. Kibby

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© 1996 Springer-Vertag Berlin Heidelberg

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Schaefer, G. (1996). A Folding Model of Concept Genesis and Its Application to Teaching Biology. In: Fisher, K.M., Kibby, M.R. (eds) Knowledge Acquisition, Organization, and Use in Biology. NATO ASI Series, vol 148. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-61047-9_11

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  • DOI: https://doi.org/10.1007/978-3-642-61047-9_11

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-64670-6

  • Online ISBN: 978-3-642-61047-9

  • eBook Packages: Springer Book Archive

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