Learning by Problem-Posing as Sentence-Integration and Experimental Use

• Authors: Tsukasa Hirashima;Takuro Yokoyama;Masahiko Okamoto;Akira Takeuchi
• Venue: Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
• Year: 2007

In this paper, “problem-posing as sentence-integration” is proposed as a new design of learning using computer-based method. We also introduce an interactive learning environment for the problem-posing and report experimental use of the environment in elementary schools. We have already developed a computer-based learning environment for problem-posing as concept combination. However, we could understand that it was difficult for students of the lower grades. Problem-posing by sentence-integration is a framework to realize learning by problem-posing in the lower grades. Sentence-integration is a simple method than problem-posing by concept combination, but it is expected to keep the learning effect to refine problem schema. The learning environment was used by 132 second grade students of two elementary schools to examine whether the lower grade students can pose problems in the environment or not. The effect of refinement of problem schema by the problem-posing was also analyzed by pre-test and post-test with excessive information problems. The students and teachers who were observers of the experiment accepted the learning environment as a useful learning tool to realize learning by problem-posing through the questionnaires and additional comments. Although the results suggest the effect of refinement of problem schema by the problem-posing, it was only compared against a no instruction control condition. Therefore, as a future work, it is necessary to compare the learning against other instructions to examine its characteristics. [e-mail]