Page 60 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 60
r aziskovanje v vzgoji in izobr aževanju
cordingly, takes about 10 minutes. These are well invested, considering that
the students gain a rough heuristic they can use for deciding paper by pa-
per on the “in-or-out question”.
The Tree-Metaphor
We suggest the tree-metaphor as tool to help the novice academic writer to
position herself “in the depth of the discipline” after she has broadly defi-
ned her “research space”.
The tree figures were used as visualization tools far back in the his-
tory, as showed in a fascinating The Book of Trees: Visualizing Branches of
Knowledge by Manuel Lima (2014). The branching structure of trees was
used as a metaphor for organizing knowledge. For example, the thirteen
century Spanish scholar and philosopher Ramon Llull used the tree models
in his Arbor scientiae (Tree of science) and his models then strongly influ-
enced scholars after him (e.g., Bacon, Descartes). Other famous examples
were phylogenetic trees used by Charles Darwin and Ernst Haeckel which
helped to visualize the evolution process. In an everyday context people use
family tree to depict the ancestors of an individual.
Figure 4: a) Tree model with a relatively small research space, covering just a few branches
(decisions). b) Tree model with a relatively largere search space with much higher number
of branches (decisions).
As an example of how we use the tree in a class or workshop-situation,
we sketch two extreme situations: a) she is doing her research in a well-de-
fined domain and most of the work about positioning the research project
was already done by the members of the research team (e.g., doing an em-
pirical experiment as part of the broader research going on in the lab), and
60
cordingly, takes about 10 minutes. These are well invested, considering that
the students gain a rough heuristic they can use for deciding paper by pa-
per on the “in-or-out question”.
The Tree-Metaphor
We suggest the tree-metaphor as tool to help the novice academic writer to
position herself “in the depth of the discipline” after she has broadly defi-
ned her “research space”.
The tree figures were used as visualization tools far back in the his-
tory, as showed in a fascinating The Book of Trees: Visualizing Branches of
Knowledge by Manuel Lima (2014). The branching structure of trees was
used as a metaphor for organizing knowledge. For example, the thirteen
century Spanish scholar and philosopher Ramon Llull used the tree models
in his Arbor scientiae (Tree of science) and his models then strongly influ-
enced scholars after him (e.g., Bacon, Descartes). Other famous examples
were phylogenetic trees used by Charles Darwin and Ernst Haeckel which
helped to visualize the evolution process. In an everyday context people use
family tree to depict the ancestors of an individual.
Figure 4: a) Tree model with a relatively small research space, covering just a few branches
(decisions). b) Tree model with a relatively largere search space with much higher number
of branches (decisions).
As an example of how we use the tree in a class or workshop-situation,
we sketch two extreme situations: a) she is doing her research in a well-de-
fined domain and most of the work about positioning the research project
was already done by the members of the research team (e.g., doing an em-
pirical experiment as part of the broader research going on in the lab), and
60
