Abstract
Despite the important role of specific examples for learning and problem solving, little support is given in computer-based learning and teaching environments to help students organize information about examples and problem solving episodes in a way that may enhance generalization and transfer. The main thesis of this chapter is that learning from examples can be improved — in particular, the transfer problem can be reduced — if students are supported in managing specific knowledge as it is acquired from worked-out examples and students’ own problem solving experiences. We sketch out the blueprint for a “Memory Assistant”, a computer program that helps students in the analogical problem solving process by reducing memory load, by providing semi-automatic remindings, and by pointing out differences and similarities between a new problem and the analogical source. After having identified some of the essential cognitive demands learning from examples imposes on students, we describe the interface features and functional requirements for a computerized tool that can help them to cope with these demands. It is suggested to use techniques developed in case- based reasoning systems to handle issues of case retrieval and modification, and combine them with a hypertext-based user interface, thus allowing for smooth case acquisition and retrieval. We illustrate these ideas with examples from the domain of mechanics problem solving.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, J. R.: Skill acquisition: compilation of weak-method problem solutions. Psychological Review, 94, 192–210 (1987)
Anderson, J. R., & Reiser, B. J.: The LISP tutor. Byte, 10 (4), 159–175 (1985)
Bareiss, E. R.: Exemplar-based knowledge acquisition. New York: Academic Press 1989
Branskat, S.: Knowledge acquisition from cases. In: E Schmalhofer, G. Strube, & Th. Wetter (Eds.): Contemporary knowledge engineering and cognition, pp. 134–138. Berlin: Springer 1992
Brown, J. S.: Process versus product: A perspective on tools for communal and informal electronic learning. Journal of Educational Computing Research, 1, 179–201 (1985)
Halliday, D., & Resnick, R.: Fundamentals of physics. New York: Wiley (1981)
Kolodner, J. L.: An introduction to case-based reasoning. Artificial Intelligence Review, 6, 3–34 (1992)
Langley, P.: A general theory of discrimination learning. In: D. Klahr, P. Langley, & R. Neches (Eds.), Production system models of learning and development, pp. 99–162. Cambridge, MA., MIT Press 1987
Lebowitz, M.: Experiments with Incremental Concept Formation: UNIMEM. Machine Learning, 2, 103–138 (1987)
Mostow, J.: Design by derivational analogy: Issues in the automated replay of design plans. Artificial Intelligence, 119–184(1989)
Newell, A.: Unified theories of cognition. Cambridge, MA: Harvard University Press 1991
Redmond, M.: Distributed Cases for Case-Based Reasoning; Facilitating Use of Multiple Cases. In AAAI 1990
Reimann, P.: Problem solving models of scientific discovery learning processes. Frankfurt/M.: Peter Lang 1990
Reimann, P.: Eliciting hypothesis-driven learning in a computer-based discovery environment. In: A.Tiberghien, & H. Mandl (Eds.): Intelligent learning environments and knowledge acquisition in physics, pp. 137–152. Berlin: Springer 1992
Reimann, P.: Modeling active, hypothesis-driven learning from worked-out examples. In: E. De Corte, M. linn, H. Mandl, & L. Verschaffel (Eds.): Computer-based learning environments and problem solving, pp. 129–149. Berlin: Springer 1992
Reimann, P., Schult, T. J.:Understanding worked-out examples: A computational model. To appear in: G. Strube, & K. F. Wender (Eds.): The cognitive psychology of knowledge. The German “Wissenspsychologie” project. Amsterdam: Elsevier 1993
Ross, B. H.: Remindings in learning and instruction. In: S. Vosniadou, A. Ortony (Eds.): Similarity and analogical reasoning, pp. 438–469. Cambridge, MA: Cambridge University Press 1989
Ross, B. H., & Kennedy, P. T.: Generalizing from the use of earlier examples in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16 (1), 42–55 (1990)
Ross, B. H., & Spalding, T. L.: Some influences of instance comparisons on concept formation. In: D.H. Fisher, M. J. Pazzani, & P. Langley (Eds.): Concept formation: knowledge and experience in unsupervised learning, pp. 207–236. San Mateo, CA.: Morgan Kaufimann 1991
Schult, T. J.: Remindings in tutorial dialogs. Unpublished Manuscript. University of Freibuig, Dept. of Psychology 1992
Shute, V., Glaser, R., xxx Raghavan, K.: Inference and discovery in an exploratory laboratory. In: P. L. Ackerman, R. J. Sternberg, xxx R. Glaser (Eds.): Learning and individual differences. San FranciscoCA, .: Freeman 1989
Smith, R. B .: The Alternative Reality Kit IEEE Computer Society Workshop on Visual Languages, Dallas, TX. June 1986
Stumpf, M., Opwis, K, & Spada, H.: Knowledge acquisition in a microworld for elastic impacts: The DIBI system. In: M. Vivet (Ed.): Intelligent Tutoring Systems. Le Mans: Universite du Maine 1990
VanLehn, K., Jones, R. M., & Chi, M. T. H.: A model of the self-explanation effect Journal of the Learning Sciences, 2, 1–59 (1992)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1993 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Reimann, P., Beller, S. (1993). Computer-Based Support for Analogical Problem Solving and Learning. In: Towne, D.M., de Jong, T., Spada, H. (eds) Simulation-Based Experiential Learning. NATO ASI Series, vol 122. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-78539-9_7
Download citation
DOI: https://doi.org/10.1007/978-3-642-78539-9_7
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-78541-2
Online ISBN: 978-3-642-78539-9
eBook Packages: Springer Book Archive