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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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Contributor : Thomas Forissier <>
Submitted on : Thursday, October 19, 2017 - 8:42:46 PM
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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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