Joel A. Michael

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Calls for reforms in the ways we teach science at all levels, and in all disciplines, are wide spread. The effectiveness of the changes being called for, employment of student-centered, active learning pedagogy, is now well supported by evidence. The relevant data have come from a number of different disciplines that include the learning sciences, cognitive(More)
The Predictions Table (PT), a tool for determining students' knowledge, is described. The PT is a matrix consisting of a group of variables and a set of time periods. Students enter in the PT their qualitative predictions of the effects of a perturbation on a physiological system. The instructor or a teaching program can then evaluate the students'(More)
OBJECTIVE The objective of this research was to build an intelligent tutoring system capable of carrying on a natural language dialogue with a student who is solving a problem in physiology. Previous experiments have shown that students need practice in qualitative causal reasoning to internalize new knowledge and to apply it effectively and that they learn(More)
Hinting is an important tutoring tactic in one-on-one tutoring, used when the tutor needs to respond to an unexpected answer from the student. To issue a follow-up hint that is pedagogically helpful and conversationally smooth, the tutor needs to suit the hinting strategy to the student’s need while making the strategy fit the high level tutoring plan and(More)
CIRCSIM-Tutor is a computer tutor designed to carry out a natural language dialogue with a medical student. Its domain is the baroreceptor reflex, the part of the cardiovascular system that is responsible for maintaining a constant blood pressure. CIRCSIM-Tutor’s interaction with students is modeled after the tutoring behavior of two experienced human(More)
A second National Science Foundation-sponsored workshop on Conceptual Assessment in Biology was held in January 2008. Reports prepared for the workshop revealed that research groups working in a variety of biological sciences are continuing to develop conceptual assessment instruments for use in the classroom. Discussions at this meeting largely focused on(More)
Students' misconceptions about scientific phenomena can arise from at least two possible sources, the students' personal experience with those phenomena and things learned in the classroom. Misconceptions have been studied in a variety of science disciplines, but little attention has been given to the faulty models that students have for physiological(More)