Basic schematic presentation
The basic schematic presentation is a representation of knowledge and information that is considered particularly brain-friendly . Theoretically, the basic schematic presentation is based on the schematic theory of David E. Rumelhart ; it always consists of variables and relations.
Layout and function
Everyday knowledge is stored in the brain in the form of so-called schemes . If a person perceives a car on a street, for example, the brain asks the object certain questions, such as what kind of object it is, what it can or wants, what it is based on or what it is comparable to. The object, such as a car, becomes predictable. The basic schematic presentation is now an attempt to visualize these operations and at the same time to use them for the learning process.
In the basic schematic presentation, the object comes in the middle, from where eight arrows emanate. The eight arrows are labeled with verbs, the so-called relations . The relations correspond to the questions that the brain asks an object. One also speaks of the relations of the fundamental scheme of action , since basic information about an object is determined via the relations. So the goal, function, properties or similarity of one thing to something else. The relations are in detail:
- is
- is like
- Has
- based on
- enables
- arises through
- can
- adjacent to
The arrows point to the so-called variables , because here a value is assigned to the object for each relation. For the car, the assignment could be something like: is a vehicle, is like a bus, has a driver, can start quickly, etc.
Since the form of presentation with the arrows and the assigned values of the form is modeled, just as the brain processes information, this form of presentation is considered to be particularly well structured for the learning process.
Following the theory of David E. Rumelhart, the basic schematic presentation allegedly presents knowledge and relationships in a particularly brain- friendly way, because the human brain processes information in this way. The information presented in this way should therefore be able to be learned and retained particularly well.
Use in class
In principle, two forms of application are typical for the basic schematic presentation: On the one hand, it is used to secure results, but then also as an exercise for students. When the results are saved, the variables are found and named together in the class discussion after a learning unit. In the exercise, the learner has to complete the variables himself using the given verbs.