| dc.description.abstract | The present Masters study proposes the use of hypertext as a tool for demonstrating knowledge on the field of Agricultural Intensification, whose theoretical-conceptual basis is addressed by Ester Boserups (1965) book. The issue of sharing common knowledge of concepts for collaborative work among members from the realm of Agricultural pervades the field where this research was applied - Embrapa Informática Agropecuária, in a partnership between EMBRAPA and UFMG. The primary aim is to propose a model for conversion of the book content, from a linear text to hypertext in a semantic approach, in which the relations the links conveyed could be emphasized, leading to improved learning of the semantic content of the document. The theoretical framework regarding hypertexts, central issue of the present investigation, is based on studies in Computer Science, Linguistics, Education, with special focus on Information Science. The basis of the study relies on the theoretical conceptual fundamentals of the Information and Knowledge Organization field, shedding light on the Knowledge Organization Systems as tools for representation with different degrees of semantic organization. The Theory of Faceted Classification, the Theory of Concept and principles from Linguistics and Terminology are analyzed and the assumptions of each theory in conceptual modelling are shown, mainly in the organization of concepts in a hypertextual system. With regard to modelling, the proposal of refinement of the semantic relations between concepts, evidenced by Maculan (2015), is to be used in both the design and the application of the hypertextual model. Moreover, the Theory of Significant Learning approach, which provides learning facilitating guidelines, is taken into account. Regarding learning process useful tools, conceptual maps stand as a hypertextual navigation component alongside a description of hypertext, its historical background as well as its main features and elements. The theoretical methodological principles address concepts associated to hypertextual organization, verifying the presence of methodologies converting texts into hypertexts regardless of their automatic or manual (intellectual) nature. It was presupposed that studies encompassing methodologies for such conversion process do not specify explicitly, in one single model, all the procedures necessary for consistent hypertext conceptual organization. As result, the conversion model proposed by the present study was able to fill such gap, having as its outcome consistent criteria to address the conceptual and semantic aspects of the domain, as well as provided the reader with a range of concepts semantically connected after the refinement of their relations. In addition, tools for information visualization, which were learning-friendly and also useful in the modelling step, were suggested. In conclusion, information is displayed neatly and similarly to the readers cognitive framework while it is likely that highly significant acquisition and knowledge processes occur if compared to information display in linear format | |
