Abstract
In the context of education, a chance occurs when a learner makes a mistake. It becomes a good opportunity of learning and brings new knowledge. Novel phenomena are often given as counterexamples, that indicate the difference between a learner’s prediction and the result of her/his solution. It is, however, difficult for a learner to learn from counterexamples, because if the significance of them is not clear, a learner often ignores them and learning doesn’t occur. The role of a teacher (or tutoring system) is to help a learner grasp the chance.Our research focuses how to evaluate the effectiveness of counterexamples. We propose the method of doing it from two educational viewpoints: (1) Does it suggest the occurrence of error clearly? (Visibility), and (2) Does it suggest the cause of error? (Suggestiveness) Some case studies are presented to illustrate these functions. Then, we’ll compare the chance discovery in other fields with ours, and discuss what is the essential for chance discovery.
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Horiguchi, T., Hirashima, T. (2001). The Role of Counterexamples in Discovery Learning Environment: Awareness of the Chance for Learning. In: Terano, T., Ohsawa, Y., Nishida, T., Namatame, A., Tsumoto, S., Washio, T. (eds) New Frontiers in Artificial Intelligence. JSAI 2001. Lecture Notes in Computer Science(), vol 2253. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-45548-5_64
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DOI: https://doi.org/10.1007/3-540-45548-5_64
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