Forissier, Thomas, Bourdeau, Jacqueline, Mazabraud, Yves et Nkambou, Roger (2013). Modeling Context Effects in Science Learning:The CLASH Model. Dans 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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| Catégorie de document : | Communications dans des actes de congrès/colloques |
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| Évaluation par un comité de lecture : | Oui |
| Étape de publication : | Publié |
| Résumé : | 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. |
| Adresse de la version officielle : | http://www.springer.com/computer/ai/book/978-3-642... |
| Déposant: | Bourdeau, Jacqueline |
| Responsable : | Jacqueline Bourdeau |
| Dépôt : | 29 juill. 2014 18:16 |
| Dernière modification : | 12 dec. 2019 16:29 |
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