Artificial Intelligence and Education: Proceedings of the 4th International Conference on AI and Education, 24-26 May 1989, Amsterdam, Netherlands, Volume 4Dick Bierman, Joost Breuker, Jacobijn Sandberg IOS, 1989 - 339 pages |
From inside the book
Results 1-3 of 22
Page 116
... studies attend to how students construct representations that can be manipulated by these procedures or how they learn to make these constructive inferences . This paper briefly summarizes empirical studies of novice and competent ...
... studies attend to how students construct representations that can be manipulated by these procedures or how they learn to make these constructive inferences . This paper briefly summarizes empirical studies of novice and competent ...
Page 117
... studies of how students construct an algebraic representation of a problem presented in textual form . Algebra textbooks usually provide suggestions for " ... translating from words to appropriate equations , " such as rewriting " twice ...
... studies of how students construct an algebraic representation of a problem presented in textual form . Algebra textbooks usually provide suggestions for " ... translating from words to appropriate equations , " such as rewriting " twice ...
Page 259
... Studies , 10 , 323-339 . Brown , J.S. , Burton , R.R. , & Bell , A.G. ( 1975 ) . SOPHIE : a step toward creating a reactive learning environment . International Journal of Man - Machine Studies , 7 , 675-696 . Michalski , R.S. ( 1983 ) ...
... Studies , 10 , 323-339 . Brown , J.S. , Burton , R.R. , & Bell , A.G. ( 1975 ) . SOPHIE : a step toward creating a reactive learning environment . International Journal of Man - Machine Studies , 7 , 675-696 . Michalski , R.S. ( 1983 ) ...
Common terms and phrases
Abstract Abstract Interpretation actions algebra algorithm analysis Anderson applied approach architecture Artificial Intelligence behavior Blackboard COACH cognitive Cognitive Science components Computer Science concepts constraints construct correct described diagnosis diagrams dialogue discourse discovery learning discussion level domain knowledge dynamic instructional educational environment equation error evaluation example expert module expert system expertise explanation explicit feedback Figure flag tutor forward chaining function fuzzy goal granularity graphical hierarchy hypothesis Igoals implemented inference input instantiations instructional plan instructional planner Intelligent Tutoring Systems interaction interface interpretation knowledge base knowledge representation language learner lesson LISP programming manipulation mathematical misconceptions monitor node novice objects operators output performance problem solving procedures reasoning recursion represented rules schema selected semantic sequence simulation skills solution specific step structure student model subgoals subjects task teacher teaching troubleshooting tutorial strategy types understanding user model word problem XTRA-TE