Combining Multiple External Representations and Refutational Text: An Intervention on Learning to Interpret Box Plots     

Stephanie Lem  Goya Kempen  Eva Ceulemans  Patrick Onghena  Lieven Verschaffel  Wim Van Dooren 《International Journal of Science and Mathematics Education》2015,13(4):909-926

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Artificial intelligence tools for grammar and spelling instruction     

Fieny Pijls  Walter Daelemans  Gerard Kempen 《Instructional Science》1987,16(4):319-336

In The Netherlands, grammar teaching is an especially important subject in the curriculum of children aged 10–15 for several reasons. However, in spite of all attention and time invested, the results are poor. This article describes the problems and our attempt to overcome them by developing an intelligent computational instructional environment consisting of: a linsuistic expert system, containing a module representing grammar and spelling rules and a number of modules to manipulate these rules; a didactic module; and a student interface with special facilities for grammar and spelling. Three prototypes of the functionality are discussed: BOUWSTEEN and COGO, which are programs for constructing and analyzing Dutch sentences; and TDTDT, a program for the conjugation of Dutch verbs.  相似文献