Learning with Interactive Knowledge Representations

被引:9
作者
Bredeweg, Bert [1 ,2 ]
Kragten, Marco [1 ]
Holt, Joanna [1 ]
Kruit, Patricia [1 ]
van Eijck, Tom [1 ]
Pijls, Monique [1 ]
Bouwer, Anders [1 ]
Sprinkhuizen, Malou [1 ]
Jaspar, Emile [1 ]
de Boer, Muriel [1 ]
机构
[1] Amsterdam Univ Appl Sci, Fac Educ, NL-1091 GM Amsterdam, Netherlands
[2] Univ Amsterdam, Informat Inst, Fac Sci, NL-1098 XH Amsterdam, Netherlands
来源
APPLIED SCIENCES-BASEL | 2023年 / 13卷 / 09期
关键词
knowledge representation; learning by modelling; science education; K-12; SCIENCE; DESIGN; CONSTRUCTION; FRAMEWORK; EDUCATION;
D O I
10.3390/app13095256
中图分类号
O6 [化学];
学科分类号
0703 ;
摘要
Computers are promising tools for providing educational experiences that meet individual learning needs. However, delivering this promise in practice is challenging, particularly when automated feedback is essential and the learning extends beyond using traditional methods such as writing and solving mathematics problems. We hypothesize that interactive knowledge representations can be deployed to address this challenge. Knowledge representations differ markedly from concept maps. Where the latter uses nodes (concepts) and arcs (links between concepts), a knowledge representation is based on an ontology that facilitates automated reasoning. By adjusting this reasoning towards interacting with learners for the benefit of learning, a new class of educational instruments emerges. In this contribution, we present three projects that use an interactive knowledge representation as their foundation. DynaLearn supports learners in acquiring system thinking skills. Minds-On helps learners to deepen their understanding of phenomena while performing experiments. Interactive Concept Cartoons engage learners in a science-based discussion about controversial topics. Each of these approaches has been developed iteratively in collaboration with teachers and tested in real classrooms, resulting in a suite of lessons available online. Evaluation studies involving pre-/post-tests and action-log data show that learners are easily capable of working with these educational instruments and that the instruments thus enable a semi-automated approach to constructive learning.
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页数:17
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