Making processes visible: Scaffolding learning with reasoning-congruent representations

Douglas C. Merrill, Brian J. Reiser*, Ron Beekelaar, Adnan Hamid

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

13 Scopus citations

Abstract

Reasoning-congruent representations help novices learn about the behavior of objects in a domain and provide a more profitable way for students to plan and implement solutions. We describe the use of visual representations in GIL, a tutor for LISP programming, and examine how this system implements the goals of a reasoning-congruent representation.

Original languageEnglish (US)
Title of host publicationIntelligent Tutoring Systems - 2nd International Conference, ITS 1992, Proceedings
EditorsClaude Frasson, Gilles Gauthier, Gordon I. McCalla
PublisherSpringer Verlag
Pages103-110
Number of pages8
ISBN (Print)9783540556060
DOIs
StatePublished - 1992
Event2nd International Conference on Intelligent Tutoring Systems, ITS 1992 - Montreal, Canada
Duration: Jun 10 1992Jun 12 1992

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume608 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other2nd International Conference on Intelligent Tutoring Systems, ITS 1992
Country/TerritoryCanada
CityMontreal
Period6/10/926/12/92

Funding

A second set of processes to consider in designing instruction concerns the mental processes involved in planning, implementing, and evaluating solutions to target * Address correspondence to: Brian J. Reiser, The Institute for the Learning Sciences, Northwestern University, 1890 Maple Ave, Evanston, IL 60201. We are grateful to As-saf Bednarsh, Eliot Handelman, Daniel Kimberg, Marsha Lovett, Antonio Romero, Alka Tyle, and Chrys Wurmser for programming assistance. This research was supported by contracts MDA903-87-K-0652 and MDA903-90-C-0123 from the Army Research Insti-tute, and grants from the James S. McDonnell Foundation and the Xerox Corporation University Grant Program. The views and conclusions contained in this document are those of the authors and should not be interpreted as necessarily representing the official policies, expressed or implied, of these institutions.

ASJC Scopus subject areas

  • Theoretical Computer Science
  • General Computer Science

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