Glossary

A glossary is not a common section of many PhD theses. In the interests of efficiency I have included one here as many common words have different meanings. I am not referring to the etymology or semantic range of particular words so much as the basic definition and rationale for the key words in this thesis.

Word Definition Issues
Abstract A concept which is not fully understood. All concepts are abstract until you understand them. (Wilensky 1991).
Agent The individual component level of a system. Developed by Minsky (1985:23) to describe mental functioning.
Agency A functional group of agents. Explained by Minsky (1985:23) using analogies and everyday examples. e.g. a car steering wheel is viewed as agency unless the steering system is malfunctioning where it would then be seen as an agent or part of the steering system.
Animation Variant graphics.

To "animate" is to give life to something. Animation is normally defined as moving images. I prefer to use the term variant graphics. This is because films are also moving images so I wanted to find a term that is exclusive to animation. The reason for using the word variant or changing rather than moving is to create a definition which can include slide shows. In a slide show, there can be movement within a frame or a complete change from one frame to another. Variant covers both scenarios.
Attributes    
Comprehension A continuum between abstract and concrete.  
Concept The articulation of a system containing at least one variable. An "enduring understanding". (Erickson 2002:xii). Concepts require insight or explanation to be understood and are not likely to be forgotten once obtained.
Concrete Tangible. A concept which is fully understood and therefore able to be grasped.  
Construct (noun)    
Construct (verb)    
Continuum    
Empirical    
Fact A true statement  
Hypothesis    
Idea A thought; profound or otherwise.  
Intelligence "An intelligence is a new kind of construct, one that draws on biological and psychological potential and capacities". (Gardner 1999:82).
  • "It should not be confused with domains or disciplines, which are socially constructed human endeavors". (Gardner 1999:82).
  • "The concept of style designates a general approach that an individual can apply equally to an indefinite range of content. In constrast, an intelligence is a capacity, with its component computational processes, that is geared to a specific content in the world". (Gardner 1999:83-4).
Metacognition Thinking about thinking.  
Process A sequence of events.  
Reflection    
Scaffolding    
System A group of related components that function together or inform one another.  
Teachable moment A powerful opportunity to share something relevant and memorable.  
Theory The proposal of a system containing at least one variable.  
Zone of proximal development (ZPD).    

Table of contents

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Wilensky, U. (1991). Abstract Meditations on the Concrete. in Harel, I. and Papert, S. (eds.) Constructionism. Norwood NJ: Ablex Publishing Corporation. (193-203).

Minsky, M. (1985). The Society of Mind. New York: Simon and Schuster.

Erickson, L. (2002). Concept-Based Curriculum and Instruction. Thousand Oaks (California): Corwin Press.

Gardner, H. (1999). Intelligence reframed. New York: Basic Books.