framework has not been codified and remains among the non-authoritative literature items.
* Para muchos investigadores el cambio conceptual
es un proceso gradual y no un cambio gestaltico fuerte (Caravita and Halden 1997, citados por la autora).
art the idea or concept is the most important aspect of the work, he said.
(1) Different conceptual
schemes will be evidenced by different languages.
level lies between these two ends of the abstraction continuum (elaborated in Aisbett, Gibbon 2001).
Harnessing and developing conceptual
understanding seems unachievable because of students' difficulty and misconceptions on many topics were attributed to several factors.
Thus, the purpose of this research was to assess through a quasi-experimental design the effect of an educational intervention centered on the strategy of analyzing clinical cases and applying the process of nursing care, which was expected to promote a higher level of conceptual
learning in the students from the Nursing and Obstetrics degree program at SUA-ENEO.
Stekauer (1998: 9) describes the conceptual
level as a way of delimiting the concept to be named by means of logical predicates (so-called noems) and conceptual
(Remarkably, George Maciunas, independently and at virtually the same time, launches Fluxus; the group pursues a revived Dada ethos grafted onto an avowed LEF-inspired praxis, and their readymade, deskilling principles are a strong influence for later Conceptual
However, at a second sight, we consider print conceptual
advertising the least aggressive (in contrast with intertextuality--seen as the most radical and aggressive advertising strategy (Cvasnii-Catanescu, 2003) and the most concentrated form of advertising, able to chase away "la terreur du signe incertain" since "Print is only one system of signs among many, the one which most emphasizes logic, conceptual
thought and substantive content" (MacCannel, 1987), considering that it suits better our conceptual
approach, in which "Meaning reduces to conceptualization" (Langacker, 1986).
Exams often present multiple-choice problems that tend to have either a conceptual
focus or a quantitative focus.
Growth in children's conceptual
and procedural arithmetical knowledge is reciprocal, although conceptual
knowledge has more impact on procedural knowledge than the reverse (Rittle-Johnson & Alibali, 1999; Rittle-Johnson et al., 2001).