Abstract
In science learning, context is an important dimension of any scientific object or phenomenon, and context-dependent variations prove to be as critical for a deep understanding as are abstract concepts, laws or rules. Our hypothesis is that a context gap can be illuminating to highlight the respective general-particular aspects of an object or phenomenon. Furthermore, provoking a perturbation during the learning process to obtain the emergence of such an event could be a productive tutoring strategy. We introduce the emergence of context effects as a problem space, to be modeled in the system. We propose a model of the contextual dimension, associated with an analytical view of its modeling, based on a metaphor in physics.
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Forissier, T., Bourdeau, J., Mazabraud, Y., Nkambou, R. (2013). Modeling Context Effects in Science Learning: The CLASH Model. In: Brézillon, P., Blackburn, P., Dapoigny, R. (eds) Modeling and Using Context. CONTEXT 2013. Lecture Notes in Computer Science(), vol 8175. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-40972-1_25
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DOI: https://doi.org/10.1007/978-3-642-40972-1_25
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-40971-4
Online ISBN: 978-3-642-40972-1
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