Making processes visible: Scaffolding learning with reasoning-congruent representations

Douglas C. Merrill; Brian J. Reiser; Ron Beekelaar; Adnan Hamid

doi:10.1007/3-540-55606-0_14

Making processes visible: Scaffolding learning with reasoning-congruent representations

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

^*Corresponding author for this work

School of Education and Social Policy

Research output: Chapter in Book/Report/Conference proceeding › Conference 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 language	English (US)
Title of host publication	Intelligent Tutoring Systems - 2nd International Conference, ITS 1992, Proceedings
Editors	Claude Frasson, Gilles Gauthier, Gordon I. McCalla
Publisher	Springer Verlag
Pages	103-110
Number of pages	8
ISBN (Print)	9783540556060
DOIs	https://doi.org/10.1007/3-540-55606-0_14
State	Published - 1992
Event	2nd International Conference on Intelligent Tutoring Systems, ITS 1992 - Montreal, Canada Duration: Jun 10 1992 → Jun 12 1992

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	608 LNCS
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Other

Other	2nd International Conference on Intelligent Tutoring Systems, ITS 1992
Country/Territory	Canada
City	Montreal
Period	6/10/92 → 6/12/92

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

Access to Document

10.1007/3-540-55606-0_14

Cite this

Merrill, D. C., Reiser, B. J., Beekelaar, R., & Hamid, A. (1992). Making processes visible: Scaffolding learning with reasoning-congruent representations. In C. Frasson, G. Gauthier, & G. I. McCalla (Eds.), Intelligent Tutoring Systems - 2nd International Conference, ITS 1992, Proceedings (pp. 103-110). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 608 LNCS). Springer Verlag. https://doi.org/10.1007/3-540-55606-0_14

Merrill, Douglas C. ; Reiser, Brian J. ; Beekelaar, Ron et al. / Making processes visible : Scaffolding learning with reasoning-congruent representations. Intelligent Tutoring Systems - 2nd International Conference, ITS 1992, Proceedings. editor / Claude Frasson ; Gilles Gauthier ; Gordon I. McCalla. Springer Verlag, 1992. pp. 103-110 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

@inproceedings{5192e9aaa12045a6a647af0600ed4913,

title = "Making processes visible: Scaffolding learning with reasoning-congruent representations",

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.",

author = "Merrill, {Douglas C.} and Reiser, {Brian J.} and Ron Beekelaar and Adnan Hamid",

note = "Funding Information: 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. Publisher Copyright: {\textcopyright} 1992, Springer Verlag. All rights reserved.; 2nd International Conference on Intelligent Tutoring Systems, ITS 1992 ; Conference date: 10-06-1992 Through 12-06-1992",

year = "1992",

doi = "10.1007/3-540-55606-0_14",

language = "English (US)",

isbn = "9783540556060",

series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

publisher = "Springer Verlag",

pages = "103--110",

editor = "Claude Frasson and Gilles Gauthier and McCalla, {Gordon I.}",

booktitle = "Intelligent Tutoring Systems - 2nd International Conference, ITS 1992, Proceedings",

}

Merrill, DC, Reiser, BJ, Beekelaar, R & Hamid, A 1992, Making processes visible: Scaffolding learning with reasoning-congruent representations. in C Frasson, G Gauthier & GI McCalla (eds), Intelligent Tutoring Systems - 2nd International Conference, ITS 1992, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 608 LNCS, Springer Verlag, pp. 103-110, 2nd International Conference on Intelligent Tutoring Systems, ITS 1992, Montreal, Canada, 6/10/92. https://doi.org/10.1007/3-540-55606-0_14

Making processes visible: Scaffolding learning with reasoning-congruent representations. / Merrill, Douglas C.; Reiser, Brian J.; Beekelaar, Ron et al.
Intelligent Tutoring Systems - 2nd International Conference, ITS 1992, Proceedings. ed. / Claude Frasson; Gilles Gauthier; Gordon I. McCalla. Springer Verlag, 1992. p. 103-110 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 608 LNCS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - Making processes visible

T2 - 2nd International Conference on Intelligent Tutoring Systems, ITS 1992

AU - Merrill, Douglas C.

AU - Reiser, Brian J.

AU - Beekelaar, Ron

AU - Hamid, Adnan

N1 - Funding Information: 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. Publisher Copyright: © 1992, Springer Verlag. All rights reserved.

PY - 1992

Y1 - 1992

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84948899717&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84948899717&partnerID=8YFLogxK

U2 - 10.1007/3-540-55606-0_14

DO - 10.1007/3-540-55606-0_14

M3 - Conference contribution

AN - SCOPUS:84948899717

SN - 9783540556060

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 103

EP - 110

BT - Intelligent Tutoring Systems - 2nd International Conference, ITS 1992, Proceedings

A2 - Frasson, Claude

A2 - Gauthier, Gilles

A2 - McCalla, Gordon I.

PB - Springer Verlag

Y2 - 10 June 1992 through 12 June 1992

ER -

Merrill DC, Reiser BJ, Beekelaar R, Hamid A. Making processes visible: Scaffolding learning with reasoning-congruent representations. In Frasson C, Gauthier G, McCalla GI, editors, Intelligent Tutoring Systems - 2nd International Conference, ITS 1992, Proceedings. Springer Verlag. 1992. p. 103-110. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/3-540-55606-0_14

Making processes visible: Scaffolding learning with reasoning-congruent representations

Abstract

Publication series

Other

Funding

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this