The term schema was first introduced in by developmental psychologist Jean Piaget. Piaget proposed a stage theory of cognitive development that utilized schemas as one of its key components. Piaget defined schemas as basic units of knowledge that related to all aspects of the world.
He suggested that different schemas are mentally applied in appropriate situations to help people both comprehend and interpret information. To Piaget, cognitive development hinges on an individual acquiring more schemas and increasing the nuance and complexity of existing schemas. The concept of schema was later described by psychologist Frederic Bartlett in He said that people organize concepts into mental constructs he dubbed schemas.
He suggested that schemas help people process and remember information. So when an individual is confronted with information that fits their existing schema, they will interpret it based on that cognitive framework.
For example, when a child is young, they may develop a schema for a dog. They know a dog walks on four legs, is hairy, and has a tail. When the child goes to the zoo for the first time and sees a tiger, they may initially think the tiger is a dog as well.
After learning the differences between a tiger and a dog, the child will modify their existing dog schema and create a new tiger schema. As the child grows older and learns more about animals, they will develop more animal schemas.
At the same time, their existing schemas for animals like dogs, birds, and cats will be modified to accommodate any new information they learn about animals. This is a process that continues into adulthood for all kinds of knowledge.
There are many kinds of schemas that assist us in understanding the world around us, the people we interact with, and even ourselves. Types of schemas include:. As our example of the child changing their dog schema after encountering a tiger illustrates, schemas can be modified. Piaget suggested that we grow intellectually by adjusting our schemas when new information comes from the world around us. Schemas can be adjusted through:. Schemas help us interact with the world efficiently.
They help us categorize incoming information so we can learn and think more quickly. As a result, if we encounter new information that fits an existing schema, we can efficiently understand and interpret it with minimal cognitive effort. However, schemas can also impact what we pay attention to and how we interpret new information. In fact, people will occasionally change or distort new information so it will more comfortably fit into their existing schemas.
In addition, our schemas impact what we remember. Scholars William F. Brewer and James C. The network model is useful in mapping and spatial data, also for depicting workflows. Choosing the correct database schema can ease a lot of anguish and heartache throughout the life of a software project. An incorrect schema design can lead to debilitating bottlenecks in an application and can be costly to refactor.
For example, if you didn't realize early on that your application would rely on several table JOINs, your service will eventually grind to a halt when you reach a certain number of users and data. To resolve this, data will likely have to move to new tables, code will have to point to those new tables, and then those tables will need the proper JOINs. This means that you will need a very strong test environment database and source code to test your changes, a plan to manage data integrity, and a plan for updating your database and source code at the same time.
Once you start migrating your database to a new schema, there is almost no turning back. Integrate Your Data Today! Try Xplenty free for 7 days. No credit card required. Get Started. A flat model schema is a single, two-dimensional array where elements in each column are the same type of data, and elements in the same row relate to each other. Think of this as a single, unrelated database table, like in an Excel spreadsheet. If you run a small business with a handful of employees and you want to store only their salary information, then a single, flat data model will suffice.
This model abides by the KISS principle. Hierarchical models have a tree-like structure, with a "root" node of data and child nodes that branch out from that root. There is a one-to-many relationship between parent and child nodes.
This type of data schema is best reflected in XML or JSON files, where an entity can have sub-entities that are not shared with other entities. Hierarchical models are great for storing nested data, such as the study of taxonomy. The network model is like the hierarchical model in that it represents a series of nodes and vertices; however, unlike the hierarchical model, it allows for many-to-many relationships. From a theoretical standpoint, this means that the graph can have cycles.
A cycle in the graph indicates that there is a path of vertices in which you can start and end at the same node. Billions of dollars lie in a company's ability to efficiently move its goods from point A to point B, and thus, a deep understanding of how to apply the network model is vital.
Schemas are built through experience. In order to create a rudimentary car schema, multiple episodes are necessary. For example, in the beginning even a train might be considered a car, maybe until a train schema is formed that contains tracks as a unit and a defining feature of trains. Schemas are constantly changing.
Since electric cars are becoming more and more ubiquitous, the car schema has been adjusted accordingly. In math education, we are especially interested in establishing schemas for several reasons. For example, a schema for fractions can allow us to automatically manipulate numbers in fraction space, without investing precious brain power every time a fraction is encountered. One of the benefits of having a strong fraction schema in place is that you can use the brain power not needed to understand fractions to solve other problems for which a schema has not yet been established.
Further, the more connections and experiences in the schema, the more powerful it is. For example, identifying pizza slices as representing parts of a whole, and knowing the probability of throwing a number with dice, help us develop a deeper understanding of fractions. Many different experiences can contribute to build a fraction schema. This cross-connectivity facilitates building connections to other experiences that have not yet been associated with fractions. A fraction schema is also part of the number schema, because fractions are numbers.
Students who understand this can apply what they know about numbers to fractions. A well-established fraction schema can provide students with an intuitive, quick, and effortless way to work with fractions.
By encouraging students to think about math concepts in relation to one another, as opposed to individually, we can help them build schemas. Well-developed schemas facilitates not only the retrieval of already learned facts, but also helps when learning related information, and last but not least, frees up brain power that can be used to learn completely new information.
Ghosh, V.
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