68 research outputs found

    Modelling human teaching tactics and strategies for tutoring systems

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    One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers

    An analysis of commitment strategies in planning: The details

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    We compare the utility of different commitment strategies in planning. Under a 'least commitment strategy', plans are represented as partial orders and operators are ordered only when interactions are detected. We investigate claims of the inherent advantages of planning with partial orders, as compared to planning with total orders. By focusing our analysis on the issue of operator ordering commitment, we are able to carry out a rigorous comparative analysis of two planners. We show that partial-order planning can be more efficient than total-order planning, but we also show that this is not necessarily so

    Zeki Öğretim Sistemleri

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    Rapid developments in science and technology require students to develop better problem solving skills. The design of Intelligent Tutoring Systems (ITSs) and use of artificial intelligence in teaching may empower learning environments to dress students with knowledge and skills in many subject areas. Despite criticisms towards ITSs, their potential in adaptability to student needs and assistance to teachers can enrich student learning. This paper outlines components of ITSs, discusses main criticisms and explains possible roles of teachers within ITS based classes.Yeni çığırlar açabilecek yeniliklere gebe olan yeni bir yüzyıla yaklaşırken, eğitimin nasıl, nereye kadar ve kim tarafından yapılacağı tartışılmaktadır. Her an yüzlerce yeni bilgi örüntüsü insanlığın bilgi dağarcığına katılırken, öğretmensizliğin ve kalitesiz eğitimin doğurduğu sorunlara toplumsal yaşamın her boyutunda tanık oluyoruz. Bütün bunlarla mücadele ederken ve biz bu satırları okurken, bireyin gereksinimlerini karşılamaya yönelik yüzlerce yenilik kullanıma sunuluyor. Bilim ve teknolojideki hızlı gelişmeler ve insanoğlunun doğayı değiştirme mücadelesinde ortaya çıkan yeni sorunlar, insanların daha kompleks cihazları işe koşarak çok daha karmaşık problemleri çözebilmelerini gerekli kılmaktadır. Bu işlevlerin yerine getirilmesi için, okul ortamının kendi sorumluluk alanı içinde, insanların daha ileri düzeyde (hızlı, kompleks ve soyut) çıkarımlar yapabilme ve karar verme yeteneklerini geliştirmesi kaçınılmaz olmaktadır. Bilgisayar sistemlerinin bu bağlamda geliştirilerek, gerekli olan öğrenim/öğretim etkinliklerini sağlaması amaçlanarak, istendik sistemler işe koşulmak istenmiş ve istenmektedir. Bilgisayarların öğretmenin yerine geçerek, hem bu meslek kolundakileri işsizleştireceği hem de öğretmedeki niteliği artırabileceği düşüncesi yaygınlaşmaktadır. Bu nedenle akıllı ve adaptif edimleri yerine getirebilecek sistemlerin temel özelliklerini ve mevcut durumlarını incelemekte fayda vardır. Bazı alanlardaki (Şekil 1) araştırmalar zeki bilgisayar sistemlerinin geliştirilmesi ile ilgili gerekli bilgileri sağlamaya yönelmişlerdir. Bu alanlardan biri Bilişim Bilim, diğeri Bilgisayar Bilimleri ve bir diğeri de Eğitim Bilimleri’dir. Bilişimciler, uzman ile uzman olmayan bireylerin düşünsel farklılıklarını ve bir konu alanı uzmanlarının problem çözme yöntemlerini belirlemeye çalışırken, Bilgisayar Bilimciler problem çözebilen ve ekonomi, eğitim ve tıp gibi karmaşık alanlarda karar verme sürecine yardım edebilecek bilgisayarlar geliştirmeye çalışmaktalar. Bu alanların yanında zorunlu bir konumda olan Eğitim Bilimleri de öğrenme/öğretme süreçlerinin geliştirilmesi, yapay öğretim sistemlerinin kendi öğrenme birimlerini geliştirmede pedagojik ilkelerin kullanılması ve yardımcı olacakları bireyleri analiz yollarını araştırmaktadır

    Análisis del error sistemático en la sustracción

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    En este artículo presentamos resultados de investigación relacionados con la tipología, naturaleza y evolución de los errores en la sustracción. El objetivo principal de la investigación trata de indagar sobre si en nuestro contexto escolar se producen errores sistemáticos y si disminuyen a lo largo de la escolaridad. Asimismo, comparamos los resultados obtenidos con los aportados por autores de referencia en este campo de investigación. Para ello, efectuamos un análisis sobre 7.140 restas realizadas por niños/as escolarizados en 2º, 3º, 4º, 5º y 6º de Educación Primaria. Los resultados demuestran la existencia de errores sistemáticos y tipología concreta de los mismos, hecho de indudable valor a la hora de programar didácticamente el proceso de enseñanza.In this article, we presented results related to the typology, nature and evolution of the errors in subtraction. The main aim, is to examine if in our school context systematic errors take place and if these decrease throughout schooling. Also, we compared our results with the ones contributed by authors of reference in this field of research. To do so, we carried out an analysis on 7140 subtractions made by children in our educational system. The results demonstrate the existence of systematic errors in our scholastic context, a fact of doubtless value when programming the learning process didactically

    A Study of the Influence of Logo on Locus of Control, Attitudes toward Mathematics, and Problem-Solving Ability in Children in Grades 4, 5, 6

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    This study was designed to determine the influence of the Logo computer environment on locus of control, attitudes toward mathematics, and problem-solving ability. An experimental design was employed to test whether students in grades 4, 5, 6 who studied Logo showed more positive attitudes toward mathematics and scored higher on locus of control measures than a control group. The intact non-equivalent control group design was employed. The experimental group of 174 youngsters studied Logo for 12 weeks. Ninety-eight youngsters comprised the control group. Differences between groups pre and post Logo training were tested using two instruments, A Study of Attitude toward Arithmetic and the Intellectual Achievement Responsibility Questionnaire. Interactions of pretest and posttest scores with group, sex and grade were examined using analyses of variances (ANOVAS); pretest and posttest differences were tested within various group, sex and grade level combinations. Logical thinking and problem solving skills of youngsters who studied Logo were examined separately with several observational data gathering methods. There were significant (p \u3c .01) test-retest differences in attitudes toward arithmetic between groups by sex. A subgroup analysis revealed that boys’ attitudes improved significantly after studying Logo while girls\u27 attitudes declined. No changes in attitude were shown in the control group. No significant differences were shown in locus of control measures between groups. However, a test-retest analysis revealed that boys and girls in the experimental group increased their scores. No significant differences were shown in locus of control measures between groups. However, a test-retest analysis revealed that boys and girls in the experimental group increased their scores (p \u3c. 01 and p \u3c .05, respectively) as did girls in the control group (p \u3c. 01). Boys in the control group showed no change in test-retest scores. Observational research revealed that Logo did not significantly improve problem-solving abilities even though most children enjoyed the computer and found Logo fun. Different social organizational patterns were shown between boys and girls in their willingness to spend free time on the computer and in their response to making errors. Teachers expressed reservations about how much learning actually occurred and felt that a comprehensive curriculum and more and better inservices were necessary. It is recommended that research be conducted to find ways in which Logo can be used to benefit children of both sexes
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