Name
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 of the contextual dimension, associated with an analytical view of its modeling, based on a metaphor in physics. |
Year | Venue | Keywords |
|---|---|---|
2013 | Lecture Notes in Artificial Intelligence | science education,context effect,model,context,learning scenario |
DocType | Volume | ISSN |
Conference | 8175 | 0302-9743 |
Citations | PageRank | References |
2 | 0.50 | 1 |
Authors | ||
4 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Thomas Forissier | 1 | 3 | 1.55 |
| Jacqueline Bourdeau | 2 | 111 | 18.26 |
| Yves Mazabraud | 3 | 3 | 1.21 |
| Roger Nkambou | 4 | 606 | 90.23 |