Please use this identifier to cite or link to this item:
|Title:||Learning to Distinguish Between Representations of Data: A Cognitive Tutor That Uses Contrasting Cases|
|Authors:||Baker, Ryan Shaun|
Corbett, Albert T.
Koedinger, Kenneth R.
|Publisher:||Lawrence Erlbaum Associates|
|Citation:||Baker, R. S., Corbett, A. T., & Koedinger, K. R. (2004). Learning to Distinguish Between Representations of Data: A Cognitive Tutor That Uses Contrasting Cases. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 58-65). Santa Monica, CA: Lawrence Erlbaum Associates.|
|Abstract:||Students often fail to learn crucial distinctions between different representations of data. For instance, many students learning about scatterplots consistently create representations which have the surface features of scatterplots but with informational content more appropriate for discrete bar graphs. Schwartz and Bransford (1998) have found that combining feature- based conceptual instruction with contrasting cases is an effective way to help students make conceptual distinctions. We adapt their approach to the domain of data representation and incorporate it into a cognitive tutoring curriculum. We show that this new curriculum improves learning more than a curriculum where the contrasts are not present.|
|Appears in Collections:||ICLS 2004|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.