Toward a theory of impasse-driven learning

@inproceedings{VanLehn1988TowardAT,
  title={Toward a theory of impasse-driven learning},
  author={Kurt VanLehn},
  year={1988}
}
Learning is widely viewed as a knowledge communication process coupled with a knowledge compilation process (Anderson, 1985). The communication process interprets instruction, thereby incorporating new information from the environment into the mental structures of the student. Knowledge compilation occurs with practice. It transforms the initial mental structures into a form that makes performance faster and more accurate. Moreover, the transformed mental structures are less likely to be… 
Learning from errors: A model of individual processes
Errors bear the potential to improve knowledge acquisition, provided that learners are able to deal with them in an adaptive and reflexive manner. However, learners experience a host of
Instruction-based knowledge acquisition and modification: the operational knowledge for a functional, visual programming language
Abstract This contribution deals with instruction-based knowledge acquisition in a fairly complex but well-defined domain. The domain is the operational knowledge about the interpreter of ABSYNT, a
Recasting transfer as a socio-personal process of construal , reconciliation and construction
What is usually referred to as transfer is typically cast as an educational problem. Instead, it should be viewed as an issue of learning. Essentially, adapting what we know from one circumstance to
Recasting transfer as a socio-personal process of adaptable learning
Abstract Transfer is usually cast as an educational, rather than learning, problem. Yet, seeking to adapt what individuals know from one circumstance to another is a process more helpfully associated
Teaching critical thinking
TLDR
A simple learning framework that employs cycles of decisions about making and acting on quantitative comparisons between datasets or data and models is presented, appropriate for use in any data-driven science-learning setting.
Learning Events in the Acquisition of Three Skills
TLDR
A method for locating the initial use of a rule in protocol data is applied to protocols of subjects learning three tasks; a river crossing puzzle, the Tower of Hanoi, and a topic in college physics, which does not support the popular hypothesis that all learning occurs at impasses.
The Ambiguity of Errors for Work and Learning: Introduction to the Volume
“By mistakes we learn” is a commonly used truism. However, from the perspective of research, the questions on how and under what conditions we learn from mistakes are hard to answer. One reason for
Situated learning: Bridging sociocultural and cognitive theorising
Abstract There is currently a widening interest in learning in the type of situation where the learnt knowledge is to be deployed—situated learning. However, the understanding of this approach to
Structuring knowledge : the development and evaluation of tools to support learning
TLDR
It was found that the free-form knowledge mapping software, although useful, may provide learners with too much freedom and not enough support, and an attempt was made to develop and evaluate tools that required learners to build more structured representations.
The Value of Ideas: Problems Versus Possibilities in Learning
The advantages of involving students in authentic problem-solving activity is one thing about which all contemporary learning theorists agree. Such an approach fits well with the strategy-based
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