Rernediating Physics Misconceptions Using an Analogy-Based Computer Tutor'

Described is a computer tvtor designed to help students gain a qualitative understanding of important physics concepts. The tutor simulates a teaching strategy called "bridging analogies" that previous research has demonstrated to be successful in one-on-one tutoring and written explanation studies. The strategy is designed to remedy misconceptions by appealing to existing correct intuitions, and extending these intuitions by encouraging analogical thinking. The strategy was motivating and successful for some learning situations. Analysis of the data indicates those situations in which the strategy worked well and those where alternatives are needed. Implications for improving the tutor using artificial intelligence technc1.ogy to incorporate e representation of student beliefs and intelligent sequencing of example presentations are outlined. (Author/RH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TO REPRODUCE THIS MATERIAL. HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC" U S. OEPARTMENT OF EDUCATION Once of Educatonat Research and improvement EDUCATIONAL ENTE RESOURCES ERIC) INFORMATION R ( .'413 C document has been reproduced as received troll the person or organization originating .1 Cl Minor changes save been made to improve reproduction quality Points of view or opinions slated In this doCu ment do not necessarily represent OffICI81 OERI position or policy ***draft*** Rernediating Physics Misconceptions Using an Analogy-Based Computer Tutor' Tom Murray2 Klaus Schultz' David Brown John Clement Cognitive Processes Research Group Department of Physics and Astronomy University of Massachusetts Amherst, MA July, 1987 Abstract We describe a computer tutor designed to help students gain a qualitative understanding of important physics concepts. The tutor simulates a teaching strategy called "bridging analogies" that previous research has demonstrated to be successful in one-on-one tutoring and written explanation studies. The strategy is designed to remedy misconceptions by L,)pealing to existing correct intuitions, and extending these intuitions by encouraging analogical thinking. Students were vidcotaped while using the program and were encouraged to think aloud. The strategy was motivating and successful for some learning situations. Analysis of the data indicates those situations in which the strategy worked well, and those where alternatives are needed. We ou implications for improving the tutor using artificial intelligence technology to incorporate a representation of student beliefs and intelligent sequencing of example presentations.We describe a computer tutor designed to help students gain a qualitative understanding of important physics concepts. The tutor simulates a teaching strategy called "bridging analogies" that previous research has demonstrated to be successful in one-on-one tutoring and written explanation studies. The strategy is designed to remedy misconceptions by L,)pealing to existing correct intuitions, and extending these intuitions by encouraging analogical thinking. Students were vidcotaped while using the program and were encouraged to think aloud. The strategy was motivating and successful for some learning situations. Analysis of the data indicates those situations in which the strategy worked well, and those where alternatives are needed. We ou implications for improving the tutor using artificial intelligence technology to incorporate a representation of student beliefs and intelligent sequencing of example presentations. IReszarch reported in this :Naper was supported in part by the National Science Foun dation Grant No. MDR-8470579 3Intelligent Tutoring Systems Group, Department of Computer and Information Science BAIL four of the authors aro also associated with the School of Education at the University of Massuchusetts 2 BEST COPY AVAILABLE