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Abstract
This paper shows that naïve students will require coaching to overcome the difficulties they face in identifying the important concepts to be modeled, and understanding the causal meta-vocabulary needed for conceptual models. The results of this study will be incorporated in the automated feedback components that are currently being implemented in the DynaLearn software.
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References
Bredeweg, B., Liem, J., Beek, W., Salles, P., Linnebank, F.: Learning spaces as representational scaffolds for learning conceptual knowledge of system behaviour. In: Wolpers, M., Kirschner, P.A., Scheffel, M., Lindstaedt, S., Dimitrova, V. (eds.) EC-TEL 2010. LNCS, vol. 6383, pp. 46–61. Springer, Heidelberg (2010)
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Bredeweg, B., Salles, P., Bouwer, A., Liem, J., Nuttle, T., Cioaca, E., Nakova, E., Noble, R., Caldas, A.L.R., Uzunov, Y., Varadinova, E., Zitek, A.: Towards a structured approach to building qualitative reasoning models and simulations. Ecological Informatics 3(1), 1–12 (2008)
Author information
Authors and Affiliations
University of Hull International Fisheries Institute, Hull, HU6 7RX, UK
Richard Noble
Informatics Institute, University of Amsterdam, PO Box 94323, 1090 GH, Amsterdam, The Netherlands
Bert Bredeweg
- Richard Noble
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- Bert Bredeweg
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Editors and Affiliations
EECS Department/ISIS, Vanderbilt University, TN 37235, Nashville, USA
Gautam Biswas
Electronic, Electrical and Computer Engineering, University of Birmingham, U.K.
Susan Bull
School of Information Technologies, University of Sydney, 1 Cleveland Street, 2006, Sydney, Australia
Judy Kay
College of Engineering, Department of Computer Science and Software Engineering, University of Canterbury, Private Bag 4800, 8140, Christchurch, New Zealand
Antonija Mitrovic
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Noble, R., Bredeweg, B. (2011). Use of the DynaLearn Learning Environment by Naïve Student Modelers: Implications for Automated Support. In: Biswas, G., Bull, S., Kay, J., Mitrovic, A. (eds) Artificial Intelligence in Education. AIED 2011. Lecture Notes in Computer Science(), vol 6738. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-21869-9_88
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