Our claim is that semantic metadata are required to allow a real reusing and assembling of learning objects. Our system is based on three models used to describe the domain, learners, and learning objects. The learning object model is inspired from knowledge representation proposals. A learning object can be reused directly or can be combined with…

Addresses areas of situated knowledge (metacognitive skills and affective skills) that have been ignored in intelligent computer-aided learning systems. Focuses on model-based reasoning, including contextualized and decontextualized knowledge, and examines an instructional method that supports situated knowledge by providing opportunities for…

This chapter states and explains that a Learning Design is the result of a knowledge engineering process where knowledge and competencies, learning design and delivery models are constructed in an integrated framework. We present a general graphical language and a knowledge editor that has been adapted to support the construction of learning…

Critically analyzes an article by Jan Klabbers, focusing on methodological, epistemological, and ontological viewpoints. Examines the reasoning process whereby the actor approach model of learning environments is derived from the machine approach model; looks at claims of differentiation between rationalism and historicism, and the distinction…

Examines the place of mental models in the process of knowledge construction, particularly by the relationship between mental models and computer models in that process. Analyzes and discusses children's use of spreadsheets to build their own computer models. Suggests that the process of building models on a computer may provide direct support to…

Examines quantitative models in school physics, looking particularly at the degree to which they match the real world. Explores the positive aspects of a mismatch between models and real world conditions. (DDR)

Describes the use of a scale analog model of an actual fractured rock reservoir to replace paper copies of fracture maps in the structural geology curriculum. Discusses the merits of the model in enabling students to gain experience performing standard structural analyses. (DDR)

Suggests that the study of memory needs to be situated within broader conceptual and research contexts. Examines how four contexts accommodate memory phenomena: (1) knowledge; (2) comprehension; (3) context/function; and (4) strategy. Suggests that memories are best examined as knowledge structures resulting from efforts to understand, and that…

Examines the impact of one unit of a curriculum module for sixth grade from the Model-based Analysis and Reasoning in Science (MARS) project. Provides an overview of this unit on mass and discusses three aspects of the evaluation of the unit. Contains 22 references. (DDR)

Shows how box diagrams and AVOW diagrams may be used to solve problems concerning networks of resistors that obey Ohm's Law. Presents outcomes and feedback from students and teachers. Concludes with suggestions as to how these techniques might be incorporated into the teaching of basic circuit theory. (Contains 22 references.) (DDR)

The paper describes an ontology-based framework for bridging learning design and learning object content. In present solutions, researchers have proposed conceptual models and developed tools for both of those subjects, but without detailed discussions of how they can be used together. In this paper we advocate the use of ontologies to explicitly…

Illustrates the construction of conceptual models on pressure and flotation using high school students' previous ideas on these concepts. Identifies three models and uses them to analyze students' ideas about physical phenomena and to recognize the inferential structure they use. Contains 28 references. (DDR)

This paper proposes a methodology to calculate both the difficulty of the basic problems and the difficulty of solving a problem. The method to calculate the difficulty of problem is according to the process of constructing a problem, including Concept Selection, Unknown Designation, and Proposition Construction. Some necessary measures observed…

This study explores seventh- and eighth-grade students' thinking about mathematical patterns. Interviews were conducted in which students solved problems about sequential perimeter and area problems modeled with pattern blocks and tiles, generalized the relationships related to the patterns and represented the relationships symbolically,…

This study addresses questions about particle physics that focus on the nature of electrons. Speculations as to whether they are more like particles or waves or like neither illustrate the difficulties with which students are confronted when trying to incorporate the concepts of quantum physics into their overall conceptual framework. Such…