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.
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CONTEXT 2013, LNAI 8175, 2013, pp.330 - 335. 〈10.1007/978-3-642-40972-1_25〉
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Soumis le : jeudi 19 octobre 2017 - 20:42:46
Dernière modification le : mercredi 18 juillet 2018 - 20:11:28

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Thomas Forissier, Jacqueline Bourdeau, Yves Mazabraud, Roger Nkambou. Modeling Context Effects in Science Learning: The CLASH Model. CONTEXT 2013, LNAI 8175, 2013, pp.330 - 335. 〈10.1007/978-3-642-40972-1_25〉. 〈hal-01536068〉

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