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Making processes visible: Scaffolding learning with reasoning-congruent representations

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Intelligent Tutoring Systems (ITS 1992)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 608))

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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.

We are grateful to Assaf 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 Institute, 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.

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Authors and Affiliations

  1. Cognitive Science Laboratory, Princeton University, USA

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

Authors
  1. Douglas C. Merrill
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  2. Brian J. Reiser
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  3. Ron Beekelaar
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  4. Adnan Hamid
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Editor information

Claude Frasson Gilles Gauthier Gordon I. McCalla

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© 1992 Springer-Verlag Berlin Heidelberg

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Merrill, D.C., Reiser, B.J., Beekelaar, R., Hamid, A. (1992). Making processes visible: Scaffolding learning with reasoning-congruent representations. In: Frasson, C., Gauthier, G., McCalla, G.I. (eds) Intelligent Tutoring Systems. ITS 1992. Lecture Notes in Computer Science, vol 608. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-55606-0_14

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  • DOI: https://doi.org/10.1007/3-540-55606-0_14

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  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-540-55606-0

  • Online ISBN: 978-3-540-47254-4

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