A Framework of Generating Explanation for Conceptual Understanding Based on "Semantics of Constraints"

Autor/inn/en	Horiguchi, Tomoya; Tomoto, Takahito; Hirashima, Tsukasa
Titel	A Framework of Generating Explanation for Conceptual Understanding Based on "Semantics of Constraints"
Quelle	In: Research and Practice in Technology Enhanced Learning, 10 (2015), Artikel 2 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1007/s41039-015-0002-4
Schlagwörter	Concept Formation; Problem Solving; Models; Guidelines; College Science; Mechanics (Physics); Science Instruction; Graduate Students; Undergraduate Students; Direct Instruction + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Problemlösen; Analogiemodell; Richtlinien; Mechanik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	In science education, conventional problem practice hardly helps students reach "conceptual understanding" with which they can solve various problems by making appropriate models of target systems. Students often superficially read the solution of a problem and apply it wrongly to others without understanding the model. It is difficult to teach how to make appropriate models because model-making expertise includes a lot of implicit knowledge. In this paper, we propose a general framework for systematically describing such knowledge, which makes it possible not only to explain various models and the difference between them but also to design/sequence a set of problems appropriate for promoting conceptual understanding. Our framework was proved useful through a preliminary experiment in which the explanations generated based on our framework promoted subjects' (15 graduates and undergraduates) conceptual understanding in mechanics. The framework can be the basis for designing intelligent tutoring systems which explicitly help students reach conceptual understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01