Problem-based learning supported by semantic techniques

Problem-based learning has been applied over the last three decades to a diverse range of learning environments. In this educational approach, different problems are posed to the learners so that they can develop different solutions while learning about the problem domain. When applied to conceptual...

Full description

Saved in:
Bibliographic Details
Published in:Interactive learning environments 2015-01, Vol.23 (1), p.37-54
Main Authors: Lozano, Esther, Gracia, Jorge, Corcho, Oscar, Noble, Richard A., Gómez-Pérez, Asunción
Format: Article
Language:English
Subjects:
Classification
Evaluation Methods
Evaluators
Feedback (Response)
Interactive learning
Problem Based Learning
qualitative reasoning
Qualitative Research
Scaffolding (Teaching Technique)
semantic grounding
Semantics
Sociocultural Patterns
Teaching Methods
Vocabulary
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Problem-based learning has been applied over the last three decades to a diverse range of learning environments. In this educational approach, different problems are posed to the learners so that they can develop different solutions while learning about the problem domain. When applied to conceptual modelling, and particularly to Qualitative Reasoning, the solutions to problems are models that represent the behaviour of a dynamic system. The learner's task then is to bridge the gap between their initial model, as their first attempt to represent the system, and the target models that provide solutions to that problem. We propose the use of semantic technologies and resources to help in bridging that gap by providing links to terminology and formal definitions, and matching techniques to allow learners to benefit from existing models.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2012.745431