edge organizers for each domain which can be applied in science education.
In the domain of KO, various tools exists such as Cyc[12], UMLS[16] etc.
which have been built using the logical approach. The principled concept
map is very close to the way an expert tries to represent scientific knowl-
edge in terms of unambiguous relations. Parsimony is maintained in the
representation of scientific knowledge and the relations used are clear and
precise which helps for a better understanding of scientific knowledge after
teaching normal concept maps. We propose that if we teach the students to
draw concept maps using this principled/logical or KR approach, then re-
structuring of knowledge can occur in a novice which helps in transforming
a novice into an expert, which is the goal of science education. However,
for each domain of science an acceptable grammar of science among the
practitioners should be arrived after careful discussions.
Conclusion
The study is regarding characterizing and organizing knowledge based on
KR using the grammar of scientific knowledge. We introduce the model
for representing a small domain of biology. The purpose of this commu-
nication is limited to share the approach and assumptions followed. Our
methodology sought to classify and organize a small domain of biological
knowledge and arrive at a minimal set of knowledge organizers for rep-
resenting the structural relations in the biological domain. Using these
knowledge organizers, we can eliminate ambiguity, maintain parsimony
and apply precision to the scientific body of knowledge. At present, we are
working on building a process ontology inorder to represent the processes
(events), states or stages and cycles of the biological sciences.
We propose that if the students (novices) are trained to characterize and
organize knowledge using KR principles i.e. following the grammar of sci-
entific language, then their conceptual framework can be aligned with that
of experts’ conceptual framework. We think that the principled approach,
in place of standard concept mapping, has a direct role to play in science
education.
13
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