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<datestamp>2018-01-11</datestamp>
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<publisher>HAL CCSD</publisher>
<title lang=en>Modeling Context Effects in Science Learning: The CLASH Model</title>
<creator>Forissier, Thomas</creator>
<creator>Bourdeau, Jacqueline</creator>
<creator>Mazabraud, Yves</creator>
<creator>Nkambou, Roger</creator>
<contributor>Centre de recherches et de ressources en éducation et formation (CRREF) ; Université des Antilles et de la Guyane (UAG)</contributor>
<contributor>Laboratoire d'Informatique Cognitive et d'Environnements de Formation - Téluq, l'université à distance de l'UQAM (Centre LICEF - TÉLUQ) ; Université du Québec à Montréal (UQAM)</contributor>
<contributor>Géosciences Montpellier ; Université des Antilles et de la Guyane (UAG) - Institut national des sciences de l'Univers (INSU - CNRS) - Université de Montpellier (UM) - Centre National de la Recherche Scientifique (CNRS)</contributor>
<contributor>Université du Québec à Montréal (UQAM)</contributor>
<description>International audience</description>
<source>CONTEXT 2013, LNAI 8175</source>
<identifier>hal-01536068</identifier>
<identifier>https://hal.univ-antilles.fr/hal-01536068</identifier>
<source>https://hal.univ-antilles.fr/hal-01536068</source>
<source>CONTEXT 2013, LNAI 8175, 2013, pp.330 - 335. 〈10.1007/978-3-642-40972-1_25〉</source>
<identifier>DOI : 10.1007/978-3-642-40972-1_25</identifier>
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<language>en</language>
<subject lang=en>context</subject>
<subject lang=en>model</subject>
<subject lang=en>science education</subject>
<subject lang=en>context effect</subject>
<subject lang=en>learning scenario</subject>
<subject>[SHS.EDU] Humanities and Social Sciences/Education</subject>
<subject>[INFO.EIAH] Computer Science [cs]/Technology for Human Learning</subject>
<type>info:eu-repo/semantics/article</type>
<type>Journal articles</type>
<description lang=en>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.</description>
<date>2013</date>
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