Misconceptions in student's understanding

Grounded design of web-enhanced case-based activity

“…Consistent with the perspectives of CBR proponents (i.e., Brown et al, 1989;Kolodner et al, 2004;Lave & Wenger, 1991;Schank et al, 1999;Stevens, Collins, & Goldin, 1982), CBA learning environments are situated and constructivist-inspired, knowledge is assumed to evolve through repeated experiences and ongoing support. Accordingly, two CBR assumptions are critical in guiding both the identification of learning goals and pedagogical approaches: development of case libraries and participation in the social practices of a community (Kolodner et al, 2004;Schank, 1999).…”

“…An individual case is represented as knowledge in the form of stories (Lave & Wenger, 1991), Fig. 2 The structure of case-based activity (CBA) Kolodner & Guzdial, 2000;Lave & Wenger, 1991;Schank, 1999) Participation in social practice for building knowledge Lave & Wenger, 1991;Schank, 1999) Cultural/ learning by doing CBR as a constructivist environment (Kolodner et al, 2004;Schank et al, 1999;Stevens, Collins, & Goldin, 1982) Importance of learning by doing (Kolodner et al, 2004;Schank et al, 1999) in the broad and specific context of the community Pedagogical/ tasks and activities…”

“…Although CBR's situated perspective focuses on the individual nature of learning and cognition, case knowledge and experiences are shaped by the social practices of a community (Schank, 1999). Consistent with cognitive apprenticeship models, therefore, web-based CBR learning underscores the importance of experts' guidance for scaffolded experiences (Schank, 1994(Schank, /1994Stevens et al, 1982).…”

“…Activity support tools afford opportunities for novices to apprentice under seasoned and experienced mentors via templates, simulations, and live teachers (Riesbeck, 1996;Schank, 1993Schank, /1994Stevens et al, 1982). Novices can become overwhelmed by the complexity and ill-structured nature of authentic problems; technology, therefore, assists them in identifying and organizing problems (Kolodner et al, 2004).…”

Questioning Mechanisms During Complex Learning

“…Less than 4% of the teacher-generated questions are high-level questions, i.e., those that require inferences, the application of an idea to a new domain of knowledge, the synthesis of a new idea from multiple information sources, or the critical evaluation of a claim r erry, 1987;Dillon, 1988) . Teachers rarely use sophisticated Socratic methods by asking carefully planned sequences of thought-provoking questions that expose the student's misconceptions and contradictions (Collins, 1985(Collins, , 1988Stevens, Collins, & Goldin, 1982).…”