Skip to Main content Skip to Navigation
Journal articles

Modeling Context Effects in Science Learning: The CLASH Model

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.
Complete list of metadata

Cited literature [5 references]  Display  Hide  Download
Contributor : thomas forissier Connect in order to contact the contributor
Submitted on : Thursday, October 19, 2017 - 8:42:46 PM
Last modification on : Friday, August 5, 2022 - 10:36:33 AM

Links full text




Thomas Forissier, Jacqueline Bourdeau, Yves Mazabraud, Roger Nkambou. Modeling Context Effects in Science Learning: The CLASH Model. Lecture Notes in Computer Science, Springer, 2013, CONTEXT 2013: Modeling and Using Context, 8175, pp.330 - 335. ⟨10.1007/978-3-642-40972-1_25⟩. ⟨hal-01536068⟩



Record views