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Auflistung nach Schlagwort "Representation"

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  • Zeitschriftenartikel
    Softwaretechnik und Erkenntnistheorie
    (Informatik-Spektrum: Vol. 22, No. 2, 1999) Schefe, Peter
    Die Erkenntnissituation des Softwaretechnikers ist nicht, wie allgemein angenommen, mit der eines Naturwissenschaftlers vergleichbar. Ausgehend von der ontologischen Doppelnatur von Software werden erkenntnistheoretische Basisprobleme der Softwaretechnik (insbesondere der Anforderungsanalyse und der Spezifikation) besprochen, Gegenstands- und Zeichenkonstitution sowie Begriffsbildung und Definierbarkeit. Das Dilemma der Softwaretechnik ist, Unformalisierbares formal rekonstruieren zu müssen. Dies zeigen sowohl der allgemein unklare Modellbegriff, wie auch die Ansprüche der ‚objektorientierten Modellierung‘. Es gilt, das Paradigma der abbildenden Modellierung durch ein Paradigma der normierenden Beschreibung abzulösen. Eine Umorientierung erfordert eine konsistente, erkenntnistheoretisch valide Terminologie.Summary The software engineer‘s epistemological situation is not equivalent to the scientist‘s one. Assuming an ontologically twofold nature of software, some fundamental epistemological problems of software engineering are investigated: constitution of objects and signs, conceptualization and definability. The paradoxical situation of software engineering is having to formalize what cannot be formalized. This is obvious from its fuzzy notion of ‚model‘ in general as well as from the epistemological presumptions of ‚object oriented modelling‘ in particular. The paradigm of ‚mimicking by modelling‘ has to be replaced by a paradigm of ‚committing by description‘ introducing a consistent, epistemologically valid terminology.
  • Zeitschriftenartikel
    Teaching Artificial Intelligence to K-12 Through a Role-Playing Game Questioning the Intelligence Concept
    (KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Henry, Julie; Hernalesteen, Alyson; Collard, Anne-Sophie
    Although artificial intelligence (AI) is becoming increasingly important in the media environment (search engines, chatbots, home assistants, recommendation systems, etc.), the general audiences’ knowledge of it remains limited, which biases their representations. To compensate for this, some governments show an interest in teaching it from an early age. It appears that educational resources related to AI literacy in schools are most often focused on technical skills. However, the challenges of such education are also ethical and societal, requiring an interdisciplinary and critical approach. This research aims at developing a 10–14 years old curriculum questioning the concept of intelligence in AI systems, and crossing computer science education and media literacy education. Through a role-playing game, the children discover the basic concepts of machine learning. Beyond their initial representations, which they become aware that they are largely fueled by the media, they can realize that an AI system is the result of design choices and that it only works within the framework that has been defined for it. Moreover, the possibility for teachers to teach the curriculum themselves in their classes is also evaluated. To this end, the curriculum was taught to 60 future trainee teachers, 70 middle school pupils, and 12 elementary pupils. Interviews were conducted also with 5 teachers who had either observed the curriculum taught by a researcher or attempted to teach it themselves. The results show that the children’s representations have evolved towards representations that are more technically correct (although incomplete), but not very oriented towards aspects that open up critical questioning. The difficulties revealed in the implementation of the critical part are due in particular to the complexity of the IT concepts to be addressed, but also to the lack of teacher training. However, the data collected seems to confirm the interest and feasibility of crossing different disciplinary approaches to address certain aspects of AI. In conclusion, in addition to the curriculum, this paper describes a theoretical model of critical citizenship education in technology that integrates approaches to computer science education and media literacy education, and gives avenues for other designers and researchers to create AI critical educational experiences for K-12 learners.