英语翻译[1] Knowledge-in-Context denotes the importance of (a) providing opportunities to experience knowledge that reflect different contexts or situations,and (b) making explicit to learners the important conceptual perspectives or ‘‘big id

英语翻译[1] Knowledge-in-Context denotes the importance of (a) providing opportunities to experience knowledge that reflect different contexts or situations,and (b) making explicit to learners the important conceptual perspectives or ‘‘big id
英语翻译
[1] Knowledge-in-Context denotes the importance of (a) providing opportunities to experience knowledge that reflect different contexts or situations,and (b) making explicit to learners the important conceptual perspectives or ‘‘big ideas’’ of relevance to a particular unit of study.To the first point,SCKF systems primarily use a library of modular cases that are computermediated contexts the learner may explore as part of various learning tasks.Cases may be authored as texts or as combinations of text with images,multimedia,simulations,computer models,and so on.Cases for SCKF systems are authored and selected to have contrasting surface features while sharing important structural conceptual components related to the particular domain being studied (i.e.,‘‘big ideas’’).For example,the Hypermedia,Evolution,and Conceptual Change study (Jacobson and Archodidou 2000; Jacobson et al.1996b) employed four different evolutionary biology cases,while in a recently completed study of conceptual change and knowledge transfer related to learning about complex systems (discussed below),a set of five contrasting cases are used to represent different domains in the physical,biological,and social sciences (see Fig.2).The use of contrasting cases is consistent with recommendations derived from cognitive flexibility theory (Spiro et al.1992),casebased reasoning theory (Kolodner 1993),and the analogical encoding theory of Gentner and associates (Gentner et al.2003; Thompson et al.2000) that was discussed above
[2] There are two different design sub-elements related to reifying conceptual dimensions of knowledge:(a) Conceptual Mini-Lessons5 and (b) Conceptual Explanations.First,a set of abstract concepts,themes,ideas,principles,and so on are specified by the author that reflect important perspectives in the area of study and are made available in the Mini-Lessons section.For example,in the Complex Systems Knowledge Mediator,four core concepts related to the new multi-disciplinary field of complex systems are focused on:Agents and Rules,Feedback,Self-organization,and Emergent Properties and Hierarchies.Figure 3 shows these concepts listed on the left side of the screen under Mini-Lessons with the text for Emergent Properties and Levels being displayed in the middle of the screen.
[3] Mini-Lessons about concepts are intended to provide cognitive preparation by directly focusing on naı¨ve ideas or pre-conceptions learners are likely to have in certain domains in addition to providing information about particular concepts.

英语翻译[1] Knowledge-in-Context denotes the importance of (a) providing opportunities to experience knowledge that reflect different contexts or situations,and (b) making explicit to learners the important conceptual perspectives or ‘‘big id
知识在语境指的重要性（一）提供机会,以经验知识,反映不同背景或情况,以及（ b ）作出明确的,以学习者重要的概念观点或''大思路''的适切性,以某一单位学习.关于第一点,sckf系统主要是利用图书馆的模块化正在审理的案件computermediated背景学习者可以探索的一部分,不同的学习任务.案件可由执笔为文,或作为组合的文字与图像,多媒体,模拟,计算机模型,等等.案件sckf系统执笔,并选定有对立的表面特征,而共享重要的结构概念组件与特定域正在研究（即''大思路'' ） .举例来说,超媒体,演化,并在概念上的变化研究（雅各布森和archodidou 2000年;雅各布森等人1996 ）雇用4个不同进化生物学中的案件,而在最近完成的研究,在概念上的变化和知识转移与学习有关的复杂系统（下文讨论） ,一套五对比的情况下被用来代表不同的领域,在物理,生物,社会科学（见图2 ） .使用对比的情况下是一致的建议源于认知弹性理论（螺等,1992年） ,casebased推理理论（ kolodner 1993 ） ,以及类比编码理论的根特纳公司和联营公司（根特纳等人于2003年; Thompson等.2000年） ,这是上面所讨论
[ 2 ]有两种不同的设计小组有关的内容reifying概念方面的知识：（一）概念迷你lessons5及（ b ）在概念上的解释.首先,一组抽象的概念,主题,思路,原则和等,均指明作者反映的重要观点,在研究领域,并取得了可在小型教训科.举例来说,在复杂的系统知识的调解员,四个核心概念与新的跨学科领域的复杂系统的重点是：代理商和规则,反馈,自组织,并紧急性质和等级制度.图3显示了这些概念的上市就在屏幕的左边下迷你经验教训与文本急诊性能和水平被陈列在中间的屏幕空间.
[ 3 ]迷你教训概念是为了提供认知准备,直接着眼于naı ¨维生素E的想法或预观念学习者有可能在某些领域,除了提供信息,尤其是观念.