Literaturnachweis - Detailanzeige
| Autor/inn/en | White, Barbara Y.; Frederiksen, John R. |
|---|---|
| Institution | BBN Labs, Inc., Cambridge, MA. |
| Titel | Progressions of Qualitative Models as a Foundation for Intelligent Learning Environments. Report No. 6277. |
| Quelle | (1986), (107 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Artificial Intelligence; Cognitive Processes; Electric Circuits; Experiential Learning; Learning Strategies; Man Machine Systems; Models; Protocol Analysis; Schemata (Cognition); Simulated Environment |
| Abstract | This report discusses the importance of presenting qualitative, causally consistent models in the initial stages of learning so that students can gain an understanding of basic electrical circuit concepts and principles that builds on their preexisting ways of reasoning about physical phenomena, and it argues that tutoring environments must help students to acquire multiple mental models that embody alternative conceptualizations of the domain. An outline of model types and an overview of the learning environment based upon progression of qualitative, causal models are presented; issues related to the design of zero-order, qualitative models for circuit behavior are discussed; different types of possible evolutions of a student's mental model are enumerated; and one path through the space of possible model evolutions, a curriculum for helping students learn troubleshooting, is presented. The learning strategies that such a tutoring system architecture facilitates are then described and some instructional trials of the system are briefly discussed. Finally, an outline of a set of alternative mental models that a student should acquire in order to more deeply understand how circuits work is presented, and the extensibility of this approach to the creation of intelligent learning environments for other subject domains is considered. References and a distribution list are included. (KM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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