Case-Based Reasoning  

Oleh:

Kolodner, Janet L.

Jenis: Article from Books - E-Book
Dalam koleksi: The Cambridge Handbook of the Learning Sciences, page 225-242.
Topik: Case-Based Reasoning; Case-Based Approach; Learning; The Re?ective Learner and SMILE
Fulltext: Case-Based Reasoning.pdf (1.21MB)

Isi artikel

In this chapter, I tell the story of casebased reasoning’s contributions to the learning sciences. It is a story that begins in Arti?cial Intelligence and Cognitive Science in the 1970s. Roger Schank and his students were investigating ways for the computer to understand the everyday language we speak, and they were basing their work on observations about the way people seem to understand everyday language (Schank & Abelson, 1977). As part of those investigations, they were identifying schema-like knowledge structures that might organize different types of knowledge, and at the same time, identifying processes that could make inferences from those knowledge structures. Case-based reasoning (CBR) was born from this research in the 1980sasanattempt to make intelligent systems behave more like experts. As these researchers learned more about the processes that allow a reasoner to reason based on previous experiences, it became clear that case-based reasoning had much to offer edu- cation. Researchers began to use the principles of case-based reasoning to design learning environments, including adult education, museums, K–12 classrooms, and undergraduate education. Sometimes the computer has been integrated into those learning environments – as a tool that can provide the kinds of information and advice case-based reasoning says is useful for promoting successful project work and goal achievement, as a tool for eliciting the kinds of re?ection that casebased reasoning says are important for learning productively from experience, or as an organizer of the learning sequence. Sometimes the computer has played little or no role. Instead, case-based reasoning’s cognitive model has been used as a framework for designing systems of classroom activities, classroom scripts, and roles for teachers and peers to promote learning from project and problem-solving experiences.

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