ThinkerTools: Enabling Children to Understand Physical Laws

This project is developing an approach to science education that enables sixth graders to learn principles underlying Newtonian mechanics, and to apply them in unfamiliar problem solving contexts. The students' learning is centered around problem solving and experimentation within a set of computer microworlds (i.e., interactive simulations). The objective is for students to gradually acquire an increasingly sophisticated causal model for reasoning about how forces affect the motion of objects. To facilitate the evolution of such a mental model, the microworlds incorporate a variety of linked alternative representations for force and motion, and a set of gamelike problem solving activities designed to focus the students' inductive learning processes. As part of the pedagogical approach, students formalize what they learn into a set of laws, and critically examine these laws, using criteria such as correctness, generality, and parsimony. They then go on to apply their laws to a variety of real world problems. The idea is to synthesize the learning of the subject matter with learning about the nature of scientific knowledge — its form, its evolution, and its application.Instructional trials found that the curriculum is equally effective for male sand females, and for students of different ability levels. Further, sixth graders taught with this approach do better on classic force and motion problems than high school students taught using traditional methods

Probabilistic Dynamic Logic of Phenomena and Cognition

The purpose of this paper is to develop further the main concepts of Phenomena Dynamic Logic (P-DL) and Cognitive Dynamic Logic (C-DL), presented in the previous paper. The specific character of these logics is in matching vagueness or fuzziness of similarity measures to the uncertainty of models. These logics are based on the following fundamental notions: generality relation, uncertainty relation, simplicity relation, similarity maximization problem with empirical content and enhancement (learning) operator. We develop these notions in terms of logic and probability and developed a Probabilistic Dynamic Logic of Phenomena and Cognition (P-DL-PC) that relates to the scope of probabilistic models of brain. In our research the effectiveness of suggested formalization is demonstrated by approximation of the expert model of breast cancer diagnostic decisions. The P-DL-PC logic was previously successfully applied to solving many practical tasks and also for modelling of some cognitive processes.Comment: 6 pages, WCCI 2010 IEEE World Congress on Computational Intelligence July, 18-23, 2010 - CCIB, Barcelona, Spain, IJCNN, IEEE Catalog Number: CFP1OUS-DVD, ISBN: 978-1-4244-6917-8, pp. 3361-336

A Unified Framework for Probabilistic Verification of AI Systems via Weighted Model Integration

The probabilistic formal verification (PFV) of AI systems is in its infancy. So far, approaches have been limited to ad-hoc algorithms for specific classes of models and/or properties. We propose a unifying framework for the PFV of AI systems based onWeighted Model Integration (WMI), which allows to frame the problem in very general terms. Crucially, this reduction enables the verification of many properties of interest, like fairness, robustness or monotonicity, over a wide range of machine learning models, without making strong distributional assumptions. We support the generality of the approach by solving multiple verification tasks with a single, off-the-shelf WMI solver, then discuss the scalability challenges and research directions related to this promising framework

KAITAN PEMBELAJARAN BERBASIS MASALAH DENGAN KEMAMPUAN SELF-EFFICACY SISWA

Self-Efficacy is a positive attitude that an individual can make himself able to develop a positive assessment both to themselves and to the environment / situation. According to Bandura's social cognitive theory, self-efficacy beliefs influence people's choices in making and carrying out the actions they are pursuing. Self-efficacy measurement of a person based on three dimensions, namely: magnitute, Strength, Generality. Problem-based learning is a learning that demands students' mental activity optimally in learning critical thinking, problem-solving skills, and gaining knowledge about the essence of the subject matter in understanding a student's concept or concept, principles and mathematical skills in the form of ill-stucture or open-ended through stimulu

Plan-based delivery composition in intelligent tutoring systems for introductory computer programming

In a shell system for the generation of intelligent tutoring systems, the instructional model that one applies should be variable independent of the content of instruction. In this article, a taxonomy of content elements is presented in order to define a relatively content-independent instructional planner for introductory programming ITS's; the taxonomy is based on the concepts of programming goals and programming plans. Deliveries may be composed by the instantiation of delivery templates with the content elements. Examples from two different instructional models illustrate the flexibility of this approach. All content in the examples is taken from a course in COMAL-80 turtle graphics