Using the computer as a help tool during learning by doing
Computers & Education - Special issue on exploring the nature of research in computer-related applications in education
Current topics in qualitative reasoning
AI Magazine
Multiple agent roles in an adaptive virtual classroom environment
IVA'10 Proceedings of the 10th international conference on Intelligent virtual agents
Learning spaces as representational scaffolds for learning conceptual knowledge of system behaviour
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
International Journal of Artificial Intelligence in Education
Semantic techniques for enabling knowledge reuse in conceptual modelling
ISWC'10 Proceedings of the 9th international semantic web conference on The semantic web - Volume Part II
Semantic feedback for the enrichment of conceptual models
Proceedings of the sixth international conference on Knowledge capture
Context-dependent help for the DynaLearn modelling and simulation workbench
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
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Science educators strongly advocate the importance of scientific modeling within science education. Although widely advocated for students, modeling is a complex task involving integration of topics, "languages" and abstraction levels. Thus support for the modeling task and for developing modeling skills is required. The goal of our study was to explore how novice modelers use several support options while performing modeling assignments with DynaLearn--an intelligent learning environment for qualitative modeling. The support options differ by the type of support, the presentation of the support, the relation to previous support, the adaptation to the learner and timing. Findings are expected to influence modifications and further development of support methods as well as providing guidelines for effective teaching using DynaLearn. Additional contributions of the study are insights on how novice modelers approach a modeling task, what type of support they are looking for, how they use each of the different support types, and what kind of instructional interventions might be required.