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Order by , and we can deliver your NextDay items by. In your cart, save the other item s for later in order to get NextDay delivery. We moved your item s to Saved for Later. There was a problem with saving your item s for later. You can go to cart and save for later there. Average rating: 0 out of 5 stars, based on 0 reviews Write a review. Peter Kroes. The analysis starts by focussing on the most tangible products of technology, called technical artefacts, and then builds step-wise towards considering those artefacts within their context of use, and ultimately as embedded in encompassing sociotechnical systems that also include humans as operators and social rules like legislation.

The analysis starts by focussing on the most tangible products of technology, called tech Philosophical characterisations are given of technical artefacts, their context of use and of sociotechnical Peter Kroes ; Peter-Paul Verbeek. Ulrich Krohs ; Peter Kroes. What it adds to previous discussions of these topics is that it addresses them with respect to human-made artefacts. What it adds Pieter E. Vermaas ; Peter Kroes ; Andrew Light. Maarten Franssen ; Peter Kroes.

Maarten Franssen ; Pieter E. Vermaas ; Peter Kroes. Bakker ; Peter Kroes Historians and philosophers of technology are searching for new approaches to the study of the interaction between science and technology. Peter Kroes This book presents an attempt to understand the nature of technical artefacts and the way they come into being. Peter Kroes This book advances the thesis that technical artefacts, conceived of as physical constructions with a technical function, have a dual nature: they are hybrid objects combining physical and intentional features. Kroes This book on the structure and role of time in physical theories addresses itself to scientists and philosophers intereste:'i in the 'no man's lard' between science and philosophy, in particular between physics and philoso- phy.

Pieter Vermaas ; Maarten Franssen Analyses technology from a series of different perspectives. Peter Kroes ; Peter-Paul Verbeek This book considers the question: to what extent does it make sense to qualify technical artefacts as moral entities? Ulrich Krohs ; Peter Kroes The notion of function is an integral part of thinking in both biology and technology; biological organisms and technical artifacts are both ascribed functionality.

Maarten Franssen ; Peter Kroes ; Thomas Reydon This book is concerned with two intimately related topics of metaphysics: the identity of entities and the foundations of classification. Vermaas This book is concerned with two intimately related topics of metaphysics: the identity of entities and the foundations of classification.

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Vermaas ; Peter Kroes ; Andrew Light This volume provides the reader with an integrated overview of state-of-the-art research in philosophy and ethics of design in engineering and architecture. Vermaas ; Peter Kroes This volume features 16 essays on the philosophy of technology that discuss its identity, its position in philosophy in general, and the role of empirical studies in philosophical analyses of engineering ethics and engineering practices. Conceptual knowledge or conceptualization: this is the knowledge used by students to detach from particular situations and begin to elaborate general methods in order to solve general problems.

For example, they can provide accurate descriptions in natural language of the method used to reach an ordered row of numbered cards. Material actions are transformed into actions in the plane of thought concepts by a process in which subjects become aware of the coordination of their actions. For example, they become aware that they compare a card to be inserted with those in the row until some condition is satisfied, C in the diagram above , and of the modifications of objects for example, they realize that the number of cards in the bag diminishes until the bag becomes empty, C' in the diagram above.

The questions that act as the motor of the process are related to the reasons of their success or failure. This level corresponds to the inter stage of Piaget's theory. Thematized knowledge or formalization: this is the knowledge used by students to formulate in some formal language introduced by the teacher, their constructed concepts. For example, they implement a program of sorting algorithm in a programming language, from their descriptions.

A new cycle of the triad occurs to construct knowledge of the new objects: students interact with the elements of the formal language, following the law of cognition. In this interaction, a synthesis of the trans stage which coordinates C and C' takes place giving rise to new mental structures, open to new possibilities.

LRFD Philosophy - Steel and Concrete Design

Regarding the methodology of our research, the passage from intra to inter stage is investigated by means of conducting individual interviews, in the sense of Piaget's studies of genetic psychology [ 37 ] [ 38 ] [ 39 ] [ 40 ] [ 41 ]. In this part, our methodology follows Piaget's studies about the role of social relations and formal education in knowledge construction [ 45 ], [ 46 ] Piaget's ideas about social construction are integral to his epistemological theory but less known than those about child's construction of logical thought.

The goal is to help students in establishing correspondences between the concepts that they have previously constructed and expressions of the formalism in order to obtain formal descriptions of their solutions. Our investigations have been conducted with students entering university or enrolled in the final year pre-university. That means that they have no or very little experience with programming in Uruguay Computer Science is not part of High School curriculum. The problems inherent to the definition of the ontological status of the notion of computing and the limits of its scope are the basis of philosophical debates about the relationship between physical and abstract computing, the dual nature of computer programs, the eventual bifurcation of the Church-Turing thesis into abstract and concrete systems and even methodological aspects as the relationship between formal verification and testing program [ 47 ].

These problems have an effect on investigations about the construction of knowledge of basic algorithms and data structures, because the goal is to gather information to help students to learn programming, not just to write program texts. As programmers it is expected that they can solve problems, choose the best solution, construct a program that can be executed in a computer, analyze eventual errors and correct them.

Those points imply to know about the way the data and the code are represented and organized inside the computer. The ontological problem raises the questions: what kind of knowledge do students construct about the non-textual nature of a program? If we consider that a program is in some sense a synthesis between a text and a machine that executes it, knowledge about the text becomes necessary but not sufficient knowledge to deal with programming problems. How can we learn on the knowledge of the students about execution aspects?

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These questions are the matter of further work. However, we have discussed some ideas, the main of which consists in applying the general law of cognition to make students aware of operations related to program execution, that are unconscious. Once a program text is written, for executing it on a machine, a correspondence between formal and effective parameters takes place.

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Reflecting about how such relationship can be established, before any formalization, is a way of discovering how students think. Our group has among its objectives to contribute to the training of teachers and students of computer science providing insight into philosophical problems, especially in the field of education. Undoubtedly, computer teachers should be experts in their course content, but they also need to know with some depth, significant aspects of the discipline that allow them to expand their perspectives on the field and therefore improve the quality of instruction [ 43 ].

Introduction to Computer Science Philosoph y is a course about the problems of philosophy of computing, aimed at academics, students and teachers of computer science and philosophy. In the course, the problems described in Section 3 are presented and discussed, based on an extensive bibliography.

The course Genetic Epistemology and applications to Computer Science Education is issued each year since It is aimed at teachers of computer science in general and especially those intending to engage in research in computing education.

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In the course the theoretical framework is introduced, as well as the model for research about knowledge on concepts of basic algorithms and data structures, including examples of empirical studies. Our proposal has also a goal of social perspective which seeks clarify public opinion about the status of computing, trying to dismantle the false notion that assimilates the science of computing to the management or the ability to use technology or some devices [ 24 ], [ 25 ].

This notion arose given the ICT-dependent context in which we find ourselves and the lack of a proper computer science education since primary school. In this sense we agree with thoughts and actions that are carried out in other countries, as illustrated by the following words of Simon Peyton Jones [ 9 ]:. But that was the easy part! Now the ground war begins: school by school, head teacher by head teacher, we must make the case, convey the vision, offer support and teaching materials, and train teachers.

Explain what computer science is.

We need to find ways to explain what our discipline is, in ways that make sense to parents, civil servants, and politicians, not just to the technical community. Clearly distinguishing disciplines from skills and technologies is helpful. Our group holds regular outreach activities aimed at teachers, students and education authorities, as well as academics from computer science, covering issues such as:.

Use and abuse of the term computing. Benefits of studying computer science, in general education of the citizen. Computer science education in formal education. How informatics affects the teaching of other disciplines. Distinction between computer science and its applications.

Technical Artefacts: Creations of Mind and Matter (Record no. 48900)

Through the activities, the following meaning of terms are discussed and clarified:. The objects of studying of computer science are data and mechanisms to its management,. The last point is particularly important because it highlights the need for the education system of directing and developing the pedagogical training of teachers so that they are able to use technology as an enhancer of educational practices, regardless of the discipline.

Pedagogy and technology have always been linked. The rise of digital technologies on society in recent years has made this relationship more explicit, because of the abundance of technology products and services in all activities of society and especially in education. That abundance has not been accompanied with the pedagogical coordination and integration of resources and tools of technology in the educational activity. The risk is that, on the one hand, the instrumental and thoughtless use of technology displaces the pedagogy of the conductor role of the teaching-learning process and on the other hand, it is installed the mistaken belief that didactics of informatics must deal with teaching and learning to use computer products or services.

Reduce or avoid this risk implies a responsibility and a commitment of the education system. For this, the pedagogical training of teachers should be transformed so as to include the study and research on the implications of technological factor on pedagogy.