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Refinement of students' knowledge while developing expert systems

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dc.contributor.author Lippert RC en
dc.date.accessioned 2016-09-22T06:35:54Z
dc.date.available 2016-09-22T06:35:54Z
dc.date.created 1985 en
dc.date.submitted 1988 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/5769
dc.description.abstract The aim of this dissertation is to explore what changes would occur in students' knowledge as they developed expert systems in the domain of projectile motion. Four honours physics students were individually observed over the course of 30 hours, after completing normal classroom instruction. Concurrent verbal protocols were audio- and videotaped as they completed the pre-test, built their expert systems on paper and on the computer, and answered the post-test, The same test was used to document changes in students' declarative, conditional and procedural knowledge, Retrospective verbal protocols were also collected after students completed an evaluation survey in which they elaborated on their personal observations regarding the outcome and benefit -of knowledge engineering as instructional strategy. There were striking differences in the nature and extent of the expert systems that these honours students built. None of the students succeeded in developing an expert system that fully incorporates all that they know about the domain. Most students tended to concentrate on either the qualitative or the quantitative aspects, so that their knowledge refinement was contingent on the nature of their expert systems. Students reported that the value of this method lay in the organisation of their knowledge, indicating that it was the structure, and not so much the content, that was most affected, although various forms of conceptual and procedural differentiation occurred for each student. Evidence also emerged that students had acquired knowledge of conditions of applicability for domain-specific concepts and procedures, and knowledge of consequences of actions (so-called conditional knowledge). Overall the study reveals that the prior class instruction had not established an understanding of the domain's vital relationships, and that they were totally-unaccustomed. to synthesis. Students reported afterwards that a major result of this experience was a shift in their problem-solving approaches-away from rote manipulation without understanding. A further by-product was an improved understanding of their own thought processes and the development of cognitive strategies. en
dc.language English en
dc.subject Education en
dc.subject Didactics (special school subjects) (from primary to secondary level) en
dc.title Refinement of students' knowledge while developing expert systems en
dc.type Doctoral degree en
dc.description.degree PhD en


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