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Course‐based undergraduate research experiences (CUREs) are an instructional strategy to help students learn the content and process of science by engaging students in authentic science research. The ESA‐endorsed 4‐Dimensional Ecology Education framework emphasizes engaging students in authentic ecology scientific practices, and uniquely foregrounds human dimensions as a core tenant of ecological literacy. Model‐based CURE instruction may help ecology instructors by giving students a scaffold to better orient their line of inquiry and develop more accurate conceptions of the broader socio‐ecological system through the integration of the CURE experimental data to known concepts within the system. We explored how student model accuracy changes throughout the course, what modeling practices students engaged in during collaborative modeling, and how students used CURE data along with social and ecological sciences in their models. We found that students created more accurate models as the course progressed, and all student groups exhibited expert‐like modeling practices during the summative collaborative modeling process. Importantly, we also found that students were able to integrate experimental data they generated through the CURE within their broader understanding of the study system. A major benefit of model‐based CUREs is to cultivate scientific thinking by helping students connect how individual pieces of research inform larger phenomenon. [ABSTRACT FROM AUTHOR]

Copyright of China Forest Products Industry is the property of China Forest Products Industry Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Course‐based undergraduate research experiences (CUREs) are an instructional strategy to help students learn the content and process of science by engaging students in authentic science research. The ESA‐endorsed 4‐Dimensional Ecology Education framework emphasizes engaging students in authentic ecology scientific practices, and uniquely foregrounds human dimensions as a core tenant of ecological literacy. Model‐based CURE instruction may help ecology instructors by giving students a scaffold to better orient their line of inquiry and develop more accurate conceptions of the broader socio‐ecological system through the integration of the CURE experimental data to known concepts within the system. We explored how student model accuracy changes throughout the course, what modeling practices students engaged in during collaborative modeling, and how students used CURE data along with social and ecological sciences in their models. We found that students created more accurate models as the course progressed, and all student groups exhibited expert‐like modeling practices during the summative collaborative modeling process. Importantly, we also found that students were able to integrate experimental data they generated through the CURE within their broader understanding of the study system. A major benefit of model‐based CUREs is to cultivate scientific thinking by helping students connect how individual pieces of research inform larger phenomenon.

Abstract An increasing population and demand for seafood have provoked a need to understand the factors affecting consumers' perceptions of aquaculture and wild‐caught seafood to ensure the sustainability of ocean resources. A survey was developed to assess Hawaiʻi's high school students' perceptions and preference for aquaculture and wild‐caught seafood using a cognitive mapping framework. The survey was administered to three high schools across urban, suburban, and rural areas of the island of Oʻahu, Hawaiʻi. Using descriptive statistics, analysis of variance (ANOVA) tests, and mental modeling techniques the following results from the survey indicated that most students had some knowledge of aquaculture. Residence and gender demographics of students make a difference in their preference for aquaculture and wild‐caught seafood. Overall, the students indicated a higher preference for wild‐caught seafood as compared to aquaculture in terms of taste and the reverse is true for environmental impacts. However, rural residents and male students showed a significant preference for aquaculture seafood. The implications of this study provide the information needed to improve public perceptions of aquaculture and promote sustainable seafood practices and consumption. Furthermore, education focused on aquaculture can be introduced into school curricula to enhance their knowledge of environmental, health, and nutrition impacts.

An increasing population and demand for seafood have provoked a need to understand the factors affecting consumers' perceptions of aquaculture and wild‐caught seafood to ensure the sustainability of ocean resources. A survey was developed to assess Hawaiʻi's high school students' perceptions and preference for aquaculture and wild‐caught seafood using a cognitive mapping framework. The survey was administered to three high schools across urban, suburban, and rural areas of the island of Oʻahu, Hawaiʻi. Using descriptive statistics, analysis of variance (ANOVA) tests, and mental modeling techniques the following results from the survey indicated that most students had some knowledge of aquaculture. Residence and gender demographics of students make a difference in their preference for aquaculture and wild‐caught seafood. Overall, the students indicated a higher preference for wild‐caught seafood as compared to aquaculture in terms of taste and the reverse is true for environmental impacts. However, rural residents and male students showed a significant preference for aquaculture seafood. The implications of this study provide the information needed to improve public perceptions of aquaculture and promote sustainable seafood practices and consumption. Furthermore, education focused on aquaculture can be introduced into school curricula to enhance their knowledge of environmental, health, and nutrition impacts. [ABSTRACT FROM AUTHOR]

The importance of the study is due to reaching a model using planning and artificial intelligence techniques to the top of performance. Increasing self-confidence and clarity of goals before sports performance and during sports performance, the ability to use strengths and blocking weaknesses from the opponent, controlling and controlling emotional aspects, technical and tactical reading For the opponent’s strengths and weaknesses and adapting the playing style to the circumstances of each match, the study aims to: Identify “how the effectiveness of artificial intelligence and strategic planning on building mental modeling to improve sports performance”, and the researcher used the descriptive applied survey method for its suitability to the nature of the study. The researcher chose the study sample in a random way represented by players (Karate - Taekwondo - Kungfu), and the number of the sample was (5) players from each game, and the total was (15) players, and the conclusions were that the descriptive analysis between combat sports in Table (2) is in sports Karate The average expressive movements from using the visible face on the analysis sensors, the look in the eyes of the opponent, the look according to the situation, the authoritarian look was (2.07)%, and in the sport of Taekwondo (0.69)% and the sport of Kungfu (0.61)%, except for the criteria of the look according to the situation The offensive is different from the other games of karate and taekwondo, and the standards of the authoritarian view have decreased from other games, and the recommendations are the work of mental modeling in other games in different sports.

Copyright of Jerash Journal for Research & Studies is the property of Jerash University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study examined a new spatial integration (SI)task, based on figural rather than linguistic stimuli, tomeasure the construct of mental modeling ability.Previous tasks conflated linguistic ability with mentalmodeling ability by requiring sentence processing, whichmay have contributed to mixed findings with respect tothe relationship between mental model ability andworking memory capacity (WMC). The figural spatialintegration task produced the canonical continuity effect,such that discontinuous items had lower accuracy thancontinuous items. Furthermore, WMC and visuospatialability predicted SI task performance, and both werestronger predictors for the continuous condition. Theinteractions between predictors and task conditionssuggest reliance on heuristics and/or rehearsal duringperformance of the more difficult discontinuous items.

I examine the abstraction/representation theory of computation put forward by Horsman et al., connecting it to the broader notion of modeling, and in particular, model-based explanation, as considered by Rosen. I argue that the 'representational entities' it depends on cannot themselves be computational, and that, in particular, their representational capacities cannot be realized by computational means, and must remain explanatorily opaque to them. I then propose that representation might be realized by subjective experience (qualia), through being the bearer of the structure of abstract objects that are represented. [ABSTRACT FROM AUTHOR]

In urban-influenced areas, farmers face new opportunities and constraints that shape their farming styles. In this article, we investigate the impact of two planning strategies, Ontario’s Greenbelt, Canada, and Toulouse InterSCoT, France, on farmers’ investment and discuss the consistency of farmers’ strategies and territorial projects. A theoretical approach centered on J.R. Commons’ concept of Futurity is operationalized with mental modeling during 41 in-depth interviews with farmers. The results show that farming styles, which reflect farmers’ adaptation to their urban-influenced environment, stem in both jurisdictions from farmers’ values, attitudes, skills, and norms. The differences in investment decisions revealed in the respective planning strategies highlight that Ontario’s Greenbelt zoning is not sufficient to preserve urban-influenced farming, while in Toulouse InterSCoT, the viability of farmers’ projects depends on the alignment of farmers and other agricultural stakeholders’ representations of agriculture. The shared territorial vision of the agricultural landscape stemming from such an alignment may help mitigate potential conflicts while supporting farmers’ projects that contribute to this vision. The importance of a shared vision of the future supporting multifunctional agriculture emerged in both jurisdictions. [ABSTRACT FROM AUTHOR]

The article focuses on references of semantic and syntactic patterns to cognitive comprehension of an extralinguistic event by means of semantic predicate of property. The choice of this object for research may be explained by an ambiguity of its interpretation in scientific writings due to its semantic variations in the context. The main reason of controversy in the predicate properties definitions is uncertainty in the choice of its numerous differential attributes that may be used to classify the semantic predicate, which results in the lack of general classification. The author puts forward a proposition that the semantic predicate as a conceptual category should be abstracted at most from the level of ontology and be classified with a minimal set of distinctive features. It is proved that any situation presented by a relational predicate can be reconsidered as a predicate of property, if one could introduce some deictic markers into a sentence structure thus indicating to a non-localized character of an event in the time axis and evaluative elements. It is determined that German native speakers widely use the "sein + adjective (noun)" pattern to conceptualize the original event through the predicate of property. The specificity of these structures in use is viewed as depending on differences between some conceptualized situations, their reference to certain spheres of reality and ontological specificity of reflected events. It is proved that the use of a certain marker for the original denotation situation comprehension depends on its relation to a particular ontological sphere of life.

The potential impacts of climate change are varied and highly uncertain, and pose a significant challenge to agencies charged with managing environmental risks. This paper presents a comprehensive and structured Mental Modeling approach to elicit, organize and present relevant information from experts and stakeholders about the factors influencing environmental risk management in the face of climate change. We present and review an initiative undertaken by the United States Army Corps of Engineers (USACE) to characterize climate change challenges to USACE environmental risk management activities, and to identify gaps with respect to science, engineering, and organizational processes for addressing these challenges. By employing Mental Modeling, the research has characterized the influences of climate change on USACE environmental risk management, and aggregating recommendations from 28 experts. In addition, the study identifies the most important opportunities to improve organizational response to climate change, ranging from focused research and development of technical capabilities to broad paradigm shifts and systemic organizational improvements within the USACE environmental risk management programs. This study demonstrates that Mental Modeling is a useful tool for understanding complex problems, identifying gaps, and formulating strategies, and can be used by a multitude of organizations and agencies. [ABSTRACT FROM AUTHOR]

objects are widely held to pose a formidable epistemological challenge. It has seemed mysterious to many how we can have access to such strange and intangible entities. The article considers five influential ways to meet the challenge: Transcendental arguments, the indispensability argument, insisting that we just are able to grasp abstract objects and that no further explanation is needed, abstractionist accounts, and ontological reduction. None of these approaches is by itself sufficient or completely convincing, but together they make out a strong cumulative case for the accessibility of abstract objects. [ABSTRACT FROM AUTHOR]

In this paper I will focus on one capacity, that for mental modeling, in part because analogy, visualization, and simulation contribute to reasoning through mental modeling and in part because mental modeling is a central notion used in analyses of conceptual change across the literatures of studies of science, learning, and cognitive development. [ABSTRACT FROM AUTHOR]

The paper reports new enhancement of teaching methodology and created mental models for improvement of programming skills of students in the area of object-oriented paradigms. Each observation involved a combination of paperbased single-learning training session, tutorial-based session, and a web-based single-learning training session. The goal is to evaluate the expertise and the amount of accumulated knowledge of junior and senior students. New integrated cognitive model of understanding the object-oriented paradigm has been proposed and developed, which strengthen the student learning and problem solving skills. The case studies results indicate that users benefit from the developed teaching methodologies and tools. Based on the performed experiments we have suggested approaches for improvement of the metacognitive skills of students. [ABSTRACT FROM AUTHOR]

In this paper we aim to give an analysis and cognitive rationalization of a common practice or strategy of modeling in systems biology known as a middle-out modeling strategy. The strategy in the cases we look at is facilitated through the construction of what can be called mesoscopic models. Many models built in computational systems biology are mesoscopic (midsize) in scale. Such models lack the sufficient fidelity to serve as robust predictors of the behaviors of complex biological systems, one of the signature goals of the field. This puts some pressure on the field to provide reasons for why and how these practices are warranted despite not meeting the stated goals of the field. Using the results of ethnographic study of problem-solving practices in systems biology, we aim to examine the middle-out strategy and mesoscopic modeling in detail and to show that these practices are rational responses to complex problem solving tasks on cognitive grounds in particular. However making this claim requires us to update the standard notion of bounded rationality to take account of how human cognition is coupled to computation in these contexts. Our account fleshes out the idea that has been raised by some philosophers on the "hybrid" nature of computational modeling and simulation. What we call "coupling" both extends modelers' capacities to handle complex systems, but also produces various cognitive and computational constraints which need to be taken into account in any computational problem solving strategy seeking to maintain insight and control over the models produced. • The application of cognitive science to philosophical questions and issues. • An account of the cognitive resources modelers use to handle complexity. • An account of the cognitive function of mesoscopic models in systems biology. • A discussion of how a cognitive account of modeling can help rationalize modeling practices in systems biology. [ABSTRACT FROM AUTHOR]

Designing, building, and experimenting with physical simulation models are central problem-solving practices in the engineering sciences. Model-based simulation is an epistemic activity that includes exploration, generation and testing of hypotheses, explanation, and inference. This paper argues that to interpret and understand how these simulation models function in creating knowledge and technologies requires construing problem solving as accomplished by a researcher-artifact system. It draws on and further develops the framework of "distributed cognition" to interpret data collected in ethnographic and cognitive-historical studies of two biomedical engineering research laboratories, and articulates the notion of distributed model-based cognition to answer the question posed in the title., (Copyright © 2009 Cognitive Science Society, Inc.)