Abstract
Recent studies reveal that human tutoring sessions do not always end when the student has solved a problem. Instead, tutors and students frequently use a post-practice discussion to bring new topics to the table or to continue problem-solving discussions. One of the main roles of post-practice dialogues is to support transfer—that is, the student’s ability to apply concepts and adapt familiar solution strategies to unfamiliar problems. Several developers of intelligent tutoring systems have implemented post-practice modules, with similar aims. However, in contrast to the integrated instructional planning that human tutors apparently perform, automated planning of reflective activities is typically done independently of instructional planning during problem solving. We present a framework for describing reflective plans that are distributed between problem solving and debrief and evidence that reflective discussions support transfer in elementary mechanics.
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© 2002 Springer-Verlag Berlin Heidelberg
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Katz1, S., Allbritton, D. (2002). Going Beyond the Problem Given: How Human Tutors Use Post-practice Discussions to Support Transfer. In: Cerri, S.A., Gouardères, G., Paraguaçu, F. (eds) Intelligent Tutoring Systems. ITS 2002. Lecture Notes in Computer Science, vol 2363. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-47987-2_65
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DOI: https://doi.org/10.1007/3-540-47987-2_65
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