Modelling Changes in Understanding / Edition 1

Modelling Changes in Understanding / Edition 1

by S. Vosniadou D. Kayser
     
 

ISBN-10: 0080434541

ISBN-13: 9780080434544

Pub. Date: 04/01/2000

Publisher: Emerald Group Publishing Limited

Published as part of the Advances in Learning and Instruction series, Modelling Changes in Understanding brings together Psychologists, Science Educators and Computer Scientists to describe and explain how we develop an understanding of the physical world around us. The contributors examine how changes in our understanding and consequent learning can

Overview

Published as part of the Advances in Learning and Instruction series, Modelling Changes in Understanding brings together Psychologists, Science Educators and Computer Scientists to describe and explain how we develop an understanding of the physical world around us. The contributors examine how changes in our understanding and consequent learning can be modelled using computer software.

Focussing on the discipline of Physics, this volume discusses the following topics: the difference in the organisation of knowledge between experts and novices; the construction of accurate models of the learner at different stages in the knowledge acquisition process; computer models which claim to answer questions and accumulate understanding in a similar way to human beings.

Product Details

ISBN-13:
9780080434544
Publisher:
Emerald Group Publishing Limited
Publication date:
04/01/2000
Series:
Advances in Learning and Instruction Series
Pages:
312
Product dimensions:
6.80(w) x 9.62(h) x 0.77(d)

Table of Contents

Acknowledgment. Contributors. Preface. General Overview (D. Kayser et al.). Introductory Remarks: three phases in the development of a new paradigm (K. VanLehn). Changes in categorization as a function of expertise and context in elementary mechanics (M.T. Bajo et al.). Conceptualising mental representations of mechanics: a method to investigate representational change (G.C. van der Veer et al.). Modelling elementary school students' solution of mechanics problems (S. Vosniadou et al.). Conceptual change as a logical theory revision process: a machine learning perspective (F. Esposito et al.). Conceptual change in the explanations of phenomena in astronomy (K. Morik, M. Mühlenbrock). Modelling conceptual change: representational issues (F. Neri et al.). Teaching the energy concept with the machine learning system APT (C. Nédellec, A. Tiberghien). Using dialogue analysis to capture teachers/student interactions that promote changes in understanding (G. Sabah et al.).

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