Modeling Context Effects in Science Learning:The CLASH Model [r-libre/253]

Forissier, Thomas, Bourdeau, Jacqueline, Mazabraud, Yves et Nkambou, Roger (2013). Modeling Context Effects in Science Learning:The CLASH Model. In Modeling and Using Context. Proceedings of the 8th International and Interdisciplinary Conference (CONTEXT 2013) (p. 330-335). Berlin, Heidelberg : Springer Verlag, coll. « Lecture Notes in Computer Science », vol. 8175. ISBN 978-3-642-40971-4

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Item Type:	Papers in Conference Proceedings
Refereed:	Yes
Status:	Published
Abstract:	In science learning, context is an important dimension of any scientific object or phenomenon, and context-dependent variations prove to be as critical for a deep understanding as are abstract concepts, laws or rules. Our hypothesis is that a context gap can be illuminating to highlight the respective general-particular aspects of an object or phenomenon. Furthermore, provoking a perturbation during the learning process to obtain the emergence of such an event could be a productive tutoring strategy. We introduce the emergence of context effects as a problem space, to be modeled in the system. We propose a model ofthe contextual dimension, associated with an analytical view of its modeling, based on a metaphor in physics.
Official URL:	http://www.springer.com/computer/ai/book/978-3-642...
Depositor:	Bourdeau, Jacqueline
Owner / Manager:	Jacqueline Bourdeau
Deposited:	29 Jul 2014 18:16
Last Modified:	12 Dec 2019 16:29

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