Abstract
One important goal of Intelligent Tutoring Systems (ITSs) is to bring students up to the same level of mastery. We showed that an ITS teaching a domain-independent problem-solving strategy indeed closed the gap between High and Low learners, not only in the domain where it was taught (probability) but also in a second domain where it was not taught (physics). The strategy includes two main components: one is solving problems via Backward-Chaining (BC) from goals to givens, named the BC-strategy, and the other is drawing students' attention on the characteristics of each individual domain principle, named the principle-emphasis skill. Evidence suggests that the Low learners transferred the principle-emphasis skill to physics while the High learners seemingly already had such skill and thus mainly transferred the other skill, the BC-strategy. Surprisingly, the former learned just as effectively as the latter in physics. We concluded that the effective element of the taught strategy seemed not to be the BC-Strategy, but the principle-emphasis skill.
| Original language | English (US) |
|---|---|
| Title of host publication | Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) |
| Pages | 603-613 |
| Number of pages | 11 |
| Volume | 5091 LNCS |
| DOIs | |
| State | Published - 2008 |
| Externally published | Yes |
| Event | 9th International Conference on Intelligent Tutoring Systems, ITS 2008 - Montreal, QC, Canada Duration: Jun 23 2008 → Jun 27 2008 |
Publication series
| Name | Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) |
|---|---|
| Volume | 5091 LNCS |
| ISSN (Print) | 03029743 |
| ISSN (Electronic) | 16113349 |
Other
| Other | 9th International Conference on Intelligent Tutoring Systems, ITS 2008 |
|---|---|
| Country | Canada |
| City | Montreal, QC |
| Period | 6/23/08 → 6/27/08 |
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Keywords
- Domain-independent Problem-Solving Strategies
- Intelligent Tutoring Systems
- Meta-cognitive skills
ASJC Scopus subject areas
- Computer Science(all)
- Theoretical Computer Science
Cite this
Eliminating the gap between the high and low students through meta-cognitive strategy instruction. / Chi, Min; VanLehn, Kurt.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Vol. 5091 LNCS 2008. p. 603-613 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 5091 LNCS).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - Eliminating the gap between the high and low students through meta-cognitive strategy instruction
AU - Chi, Min
AU - VanLehn, Kurt
PY - 2008
Y1 - 2008
N2 - One important goal of Intelligent Tutoring Systems (ITSs) is to bring students up to the same level of mastery. We showed that an ITS teaching a domain-independent problem-solving strategy indeed closed the gap between High and Low learners, not only in the domain where it was taught (probability) but also in a second domain where it was not taught (physics). The strategy includes two main components: one is solving problems via Backward-Chaining (BC) from goals to givens, named the BC-strategy, and the other is drawing students' attention on the characteristics of each individual domain principle, named the principle-emphasis skill. Evidence suggests that the Low learners transferred the principle-emphasis skill to physics while the High learners seemingly already had such skill and thus mainly transferred the other skill, the BC-strategy. Surprisingly, the former learned just as effectively as the latter in physics. We concluded that the effective element of the taught strategy seemed not to be the BC-Strategy, but the principle-emphasis skill.
AB - One important goal of Intelligent Tutoring Systems (ITSs) is to bring students up to the same level of mastery. We showed that an ITS teaching a domain-independent problem-solving strategy indeed closed the gap between High and Low learners, not only in the domain where it was taught (probability) but also in a second domain where it was not taught (physics). The strategy includes two main components: one is solving problems via Backward-Chaining (BC) from goals to givens, named the BC-strategy, and the other is drawing students' attention on the characteristics of each individual domain principle, named the principle-emphasis skill. Evidence suggests that the Low learners transferred the principle-emphasis skill to physics while the High learners seemingly already had such skill and thus mainly transferred the other skill, the BC-strategy. Surprisingly, the former learned just as effectively as the latter in physics. We concluded that the effective element of the taught strategy seemed not to be the BC-Strategy, but the principle-emphasis skill.
KW - Domain-independent Problem-Solving Strategies
KW - Intelligent Tutoring Systems
KW - Meta-cognitive skills
UR - http://www.scopus.com/inward/record.url?scp=70349863110&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=70349863110&partnerID=8YFLogxK
U2 - 10.1007/978-3-540-69132-7-63
DO - 10.1007/978-3-540-69132-7-63
M3 - Conference contribution
AN - SCOPUS:70349863110
SN - 3540691308
SN - 9783540691303
VL - 5091 LNCS
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 603
EP - 613
BT - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
ER -