Example explanation in learning environments
Identifieur interne : 000C29 ( Istex/Corpus ); précédent : 000C28; suivant : 000C30Example explanation in learning environments
Auteurs : Robert Burow ; Gerhard WeberSource :
- Lecture Notes in Computer Science [ 0302-9743 ] ; 1996.
Abstract
Abstract: This paper describes the design and use of an example explanation module embedded in an ITS that teaches the programming language LISP to novices. When examples are provided to support a learning process it is likely that students find it difficult to understand or to interpret them. By explaining examples these problems are reduced and give the students better insights into the problem solving domain as the explanation also serves as a positive instance to self-explanations. Problems, possible solutions, and advantages of providing examples with explanations are described to point out the importance of providing examples added with explanations in an intelligent learning environment.
Url:
DOI: 10.1007/3-540-61327-7_144
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ISTEX:C38ABA98E4BC0AD63A6206B64D557FB736B34B0ELe document en format XML
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Davies</name></json:item></author><host><volume>22</volume><pages><last>26</last><first>19</first></pages><author></author><title>Computers and Education</title><publicationDate>1994</publicationDate></host><title>Taking the plunge with CLEM: the design and evaluation of a large scale CAL system</title><publicationDate>1994</publicationDate></json:item><json:item><author><json:item><name>P Brusilovsky</name></json:item></author><host><volume>29</volume><pages><last>34</last><first>26</first></pages><author></author><title>Educational and Training Technology International</title><publicationDate>1992</publicationDate></host><title>Intelligent tutor, environment, and manual for introductory programming</title><publicationDate>1992</publicationDate></json:item><json:item><author><json:item><name>M,T H Chi</name></json:item><json:item><name>M Bassok</name></json:item><json:item><name>M Lewis</name></json:item><json:item><name>P Reimann</name></json:item><json:item><name>R Glaser</name></json:item></author><host><volume>13</volume><pages><last>182</last><first>145</first></pages><author></author><title>Cognitive Science</title><publicationDate>1989</publicationDate></host><title>Self-explanations: How students study and use examples in learning to solve problems</title><publicationDate>1989</publicationDate></json:item><json:item><author><json:item><name>D Gentner</name></json:item></author><host><volume>7</volume><pages><last>170</last><first>155</first></pages><author></author><title>Cognitive Science</title><publicationDate>1983</publicationDate></host><title>Structure mapping: A theoretical framework for analogy</title><publicationDate>1983</publicationDate></json:item><json:item><author><json:item><name>K,J Holyoak</name></json:item><json:item><name>P Thagard</name></json:item></author><host><volume>13</volume><pages><last>356</last><first>295</first></pages><author></author><title>Cognitive Science</title><publicationDate>1989</publicationDate></host><title>Analogical mapping by constraint satisfaction</title><publicationDate>1989</publicationDate></json:item><json:item><author><json:item><name>M,C Linn</name></json:item></author><host><pages><last>139</last><first>119</first></pages><author></author><title>Learning and Instruction</title><publicationDate>1992</publicationDate></host><title>How can hypermedia tools help teaching programming</title><publicationDate>1992</publicationDate></json:item><json:item><author><json:item><name>L,R Novick</name></json:item><json:item><name>K,J Holyoak</name></json:item></author><host><volume>17</volume><pages><last>415</last><first>398</first></pages><author></author><title>Journal of Experimental Psychology: Learning, Memory, and Cognition</title><publicationDate>1991</publicationDate></host><title>Mathematical problem solving by analogy</title><publicationDate>1991</publicationDate></json:item><json:item><author><json:item><name>P 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Boulay</name></json:item></author><title>Programming environments for novices Cognitive models and intelligent environments for learning programming</title><publicationDate>1993</publicationDate></host></json:item><json:item><author><json:item><name>S,K Reed</name></json:item><json:item><name>C,A Bolstad</name></json:item></author><host><volume>17</volume><pages><last>766</last><first>753</first></pages><author></author><title>Journal of Experimental Psychology: Learning, Memory, and Cognition</title><publicationDate>1991</publicationDate></host><title>Use of examples and procedures in problem solving</title><publicationDate>1991</publicationDate></json:item><json:item><author><json:item><name>G Weber</name></json:item></author><host><volume>20</volume><author></author><title>Cognitive Science</title><publicationDate>1996</publicationDate></host><title>Episodic learner modeling</title><publicationDate>1996</publicationDate></json:item><json:item><author><json:item><name>G 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When examples are provided to support a learning process it is likely that students find it difficult to understand or to interpret them. By explaining examples these problems are reduced and give the students better insights into the problem solving domain as the explanation also serves as a positive instance to self-explanations. Problems, possible solutions, and advantages of providing examples with explanations are described to point out the importance of providing examples added with explanations in an intelligent learning environment.</p></abstract><textClass><keywords scheme="Book-Subject-Collection"><list><label>SUCO11645</label><item><term>Computer Science</term></item></list></keywords></textClass><textClass><keywords scheme="Book-Subject-Group"><list><label>I</label><label>I14029</label><label>I18067</label><label>I18040</label><label>I21017</label><item><term>Computer Science</term></item><item><term>Software Engineering</term></item><item><term>User Interfaces and Human Computer Interaction</term></item><item><term>Information Systems Applications (incl.Internet)</term></item><item><term>Artificial Intelligence (incl. 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When examples are provided to support a learning process it is likely that students find it difficult to understand or to interpret them. By explaining examples these problems are reduced and give the students better insights into the problem solving domain as the explanation also serves as a positive instance to self-explanations. Problems, possible solutions, and advantages of providing examples with explanations are described to point out the importance of providing examples added with explanations in an intelligent learning environment.</Para></Abstract></ChapterHeader><NoBody></NoBody></Chapter></Book></Series></Publisher></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Example explanation in learning environments</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Example explanation in learning environments</title></titleInfo><name type="personal"><namePart type="given">Robert</namePart><namePart type="family">Burow</namePart><affiliation>Department of Psychology, University of Trier, D-54286, Trier, Germany</affiliation><affiliation>E-mail: robbu@cogpsy.uni-trier.de</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Gerhard</namePart><namePart type="family">Weber</namePart><affiliation>Department of Psychology, University of Trier, D-54286, Trier, Germany</affiliation><affiliation>E-mail: weber@cogpsy.uni-trier.de</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="conference" displayLabel="ReviewPaper"></genre><originInfo><publisher>Springer Berlin Heidelberg</publisher><place><placeTerm type="text">Berlin, Heidelberg</placeTerm></place><dateIssued encoding="w3cdtf">2005-06-03</dateIssued><copyrightDate encoding="w3cdtf">1996</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">Abstract: This paper describes the design and use of an example explanation module embedded in an ITS that teaches the programming language LISP to novices. When examples are provided to support a learning process it is likely that students find it difficult to understand or to interpret them. By explaining examples these problems are reduced and give the students better insights into the problem solving domain as the explanation also serves as a positive instance to self-explanations. Problems, possible solutions, and advantages of providing examples with explanations are described to point out the importance of providing examples added with explanations in an intelligent learning environment.</abstract><relatedItem type="host"><titleInfo><title>Intelligent Tutoring Systems</title><subTitle>Third International Conference, ITS '96 Montréal, Canada, June 12–14, 1996 Proceedings</subTitle></titleInfo><name type="personal"><namePart type="given">Claude</namePart><namePart type="family">Frasson</namePart><role><roleTerm type="text">editor</roleTerm></role></name><name type="personal"><namePart type="given">Gilles</namePart><namePart type="family">Gauthier</namePart><role><roleTerm type="text">editor</roleTerm></role></name><name type="personal"><namePart type="given">Alan</namePart><namePart type="family">Lesgold</namePart><role><roleTerm type="text">editor</roleTerm></role></name><genre type="book-series" displayLabel="Proceedings"></genre><originInfo><copyrightDate encoding="w3cdtf">1996</copyrightDate><issuance>monographic</issuance></originInfo><subject><genre>Book-Subject-Collection</genre><topic authority="SpringerSubjectCodes" authorityURI="SUCO11645">Computer Science</topic></subject><subject><genre>Book-Subject-Group</genre><topic authority="SpringerSubjectCodes" authorityURI="I">Computer Science</topic><topic authority="SpringerSubjectCodes" authorityURI="I14029">Software Engineering</topic><topic authority="SpringerSubjectCodes" authorityURI="I18067">User Interfaces and Human Computer Interaction</topic><topic authority="SpringerSubjectCodes" authorityURI="I18040">Information Systems Applications (incl.Internet)</topic><topic authority="SpringerSubjectCodes" authorityURI="I21017">Artificial Intelligence (incl. Robotics)</topic></subject><identifier type="DOI">10.1007/3-540-61327-7</identifier><identifier type="ISBN">978-3-540-61327-5</identifier><identifier type="eISBN">978-3-540-68460-2</identifier><identifier type="ISSN">0302-9743</identifier><identifier type="eISSN">1611-3349</identifier><identifier type="BookTitleID">45007</identifier><identifier type="BookID">3540613277</identifier><identifier type="BookChapterCount">75</identifier><identifier type="BookVolumeNumber">1086</identifier><part><date>1996</date><detail type="volume"><number>1086</number><caption>vol.</caption></detail><extent unit="pages"><start>457</start><end>465</end></extent></part><recordInfo><recordOrigin>Springer-Verlag, 1996</recordOrigin></recordInfo></relatedItem><relatedItem type="series"><titleInfo><title>Lecture Notes in Computer Science</title></titleInfo><name type="personal"><namePart type="given">Gerhard</namePart><namePart type="family">Goos</namePart><role><roleTerm type="text">editor</roleTerm></role></name><name type="personal"><namePart type="given">Juris</namePart><namePart type="family">Hartmanis</namePart><role><roleTerm type="text">editor</roleTerm></role></name><name type="personal"><namePart type="given">Jan</namePart><namePart type="family">van Leeuwen</namePart><role><roleTerm type="text">editor</roleTerm></role></name><originInfo><copyrightDate encoding="w3cdtf">1996</copyrightDate><issuance>serial</issuance></originInfo><identifier type="ISSN">0302-9743</identifier><identifier type="eISSN">1611-3349</identifier><identifier type="SeriesID">558</identifier><recordInfo><recordOrigin>Springer-Verlag, 1996</recordOrigin></recordInfo></relatedItem><identifier type="istex">C38ABA98E4BC0AD63A6206B64D557FB736B34B0E</identifier><identifier type="DOI">10.1007/3-540-61327-7_144</identifier><identifier type="ChapterID">51</identifier><identifier type="ChapterID">Chap51</identifier><accessCondition type="use and reproduction" contentType="copyright">Springer-Verlag, 1996</accessCondition><recordInfo><recordContentSource>SPRINGER</recordContentSource><recordOrigin>Springer-Verlag, 1996</recordOrigin></recordInfo></mods></metadata></istex></record>Pour manipuler ce document sous Unix (Dilib)
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