COGNITIVE ANALYSIS OF CURRICULUM’S STRUCTURE
Journal Title: Наукові праці. Серія "Комп’ютерні технології" - Year 2016, Vol 287, Issue 275
Abstract
The important factor of quality of curriculum for preparation of specialists in high school is a structurally-logic chart (SLC) of curriculum that presents sequence of teaching of courses thus, that before teaching of material of certain course was already provided mastering of material from previous courses. Such chart is usually presented as the directed graph in which nodes are courses and edges are relationships between courses. But in most cases the using of such chart is ended, in that time as for the analysis of curriculum’s structure and quality of relationships between courses on SLC can be used the graph model, including cognitive simulation of curriculum’s structure, in particular construction and analysis of cognitive map, For this purpose in this article proposed and created the database of curriculum 12 (DBoC), in which to characteristics of courses from curriculum was added also characteristics of subjects contained in the syllabus, such as courses, which is base for a certain course («input»), and that it provides other courses (“output”). This allows you to build two graphes of relationships between courses: one using the information about input courses for each of them, the other - using the information about output courses from each of them. Accordingly, we can build two matrices representing both graphs of relationships. After making the operation «minus» for matrices from each other, can be found inconsistencies of relationships between courses. So such database allows to create information system for the head, methodologist and teachers of producing educational department. It allows also to perform the certain cognitive analysis of curriculum. Proposed such tasks of analysis as mutual co-ordination between courses on «nput-output», degree of influence of courses one on other, that is determined by an expert way in percentage. Proposed a concept of distances between courses as a reciprocal of influence degree. Presence of quasi distances between the related courses allows to determine the central area of graph SLC for further analysis. In future it is planned to use linguistic variables as weights of edges and thus be possible to consider SLC as fuzzy cognitive map.
Authors and Affiliations
М. Fisun
Keywords
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