Towards Semantic Analysis of Mentoring-Learning Relationships within Constructivist Interactions

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2 Citations (Scopus)

Abstract

The multilevel conversational exchanges between a mentor and a learner could be seen as a radical constructivist account of their comprehensions. The process of knowledge construction could be realised to have a significant importance in the context of mentor-learner interactions. The most important fundamental is that ‘the conversational exchanges between mentors and learners ask questions and give answers concerning their individual conceptions, comprehensions and reasonings’. These questions and answers are the main building blocks of the ‘Relations’ between mentors and learners. In this article, I will employ Predicate Logic in order to focus on the relationships between learners and mentors. This research will — conceptually and logically—be concerned with [formal] semantic analysis of mentoring-learning relationships in the context of constructivist interactions. The conclusions will shed light on how a [formal] semantics for constructivist interactions is established.
Original languageEnglish
Title of host publicationEmerging Technologies for Education : First International Symposium, SETE 2016, October 26-29, 2016, Rome, Italy, Revised Selected Papers, Held in Conjunction with ICWL 2016, Rome, Italy, October 26-29, 2016, Revised Selected Papers
PublisherSpringer Publishing Company
Publication date2017
ISBN (Print)978-3-319-52835-9
ISBN (Electronic)978-3-319-52836-6
DOIs
Publication statusPublished - 2017
EventInternational Symposium on Emerging Technologies for Education (SETE’16) - Rome, Italy
Duration: 26 Oct 2016 → …

Conference

ConferenceInternational Symposium on Emerging Technologies for Education (SETE’16)
Country/TerritoryItaly
CityRome
Period26/10/2016 → …
SeriesLecture Notes in Computer Science
Volume10108
ISSN0302-9743

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