Qualitative Modeling in Education By Bert BREDEWEG & Ken FORBUS Evrim DALKIRAN.

Qualitative Qualitative Modeling in Modeling in EducationEducation

By Bert BREDEWEG & Ken By Bert BREDEWEG & Ken FORBUSFORBUS

Evrim DALKIRAN

Qualitative Modeling in EducationQualitative Modeling in Education 22

Contents Contents

Qualitative Reasoning and Qualitative Reasoning and EducationEducation

Survey of Recent ApplicationsSurvey of Recent Applications VMVMODELODEL

HHOMEROMER

VVISIISIGGARPARP Conclusion and DiscussionConclusion and Discussion



Qualitative Qualitative ReasoninReasoning and g and EducationEducation

Survey of Survey of

Recent Recent ApplicationApplicationss

VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP

Conclusion Conclusion and and DiscussionDiscussion

Conceptual Knowledge

Causal Theories of Physical Phenomena

What happens?

When happens?

What effects?

What it affects?

Uncovering how we think about physical entities and processes

Progress in qualitative physics

New modeling languages (conceptual terms, causality, modeling process)

New capabilities for science education software

Used to provide explanations about how specific results derived



Qualitative Qualitative ReasoninReasoning and g and EducationEducation

Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP

Conclusion Conclusion and and DiscussionDiscussion

Provides grounding and framework for

Quantitative models

Traditional Mathematical models

Ability to use these models are expert’s characteristics

Mathematic equations and prooflike derivations

Memorizing

Alternatively, with using qualitative reasoning basic principles can be thought


Qualitative Qualitative Reasoning Reasoning and and EducationEducation

Survey of Survey of Recent Recent ApplicatioApplicationsns

VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP

Conclusion and Conclusion and DiscussionDiscussion

Betty’s Brain

•use qualitative representations with concept maps for “teaching” Betty•Betty can produce explanations




VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP


ALI

Uses qualitative representations while coaching students

Uses visual representations of direct influence (I+/I-) and indirect influences (αQ+/ αQ- )

Asks questions, show graphics

Domain independent (can be attached to quantitative simulation)




VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP


Some other applications

Qualitative process theory in Chemistry classes

Students uses qualitative simulation to determine optimal mixture

QM shows end results and explains why the result is obtained

Importance of multiple models (mixing qualitative-quantitative)

Qualitative models are foundation for quantitative models

Learners thought QM is worthwhile

But QMs are sometimes difficult to generate insightful visualizations



Survey of Survey of

Recent Recent ApplicatioApplicationsns

VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP

Conclusion Conclusion

and and DiscussionDiscussion

VMODEL

Aim is creating a student-friendly visual notation for qualitative process theory

The importance of broadly applicable principles and processes

Same principles/processes operate across a broad range of situations

Understanding when a model is relevant

Connect models to real life concerns

Qualitative understanding of behavior

Without detailed mathematics ,QM provides understanding of behavior

QR provides formalisms for expressing intuitive, causal models and reasoning techniques



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP



VMODEL

Limited, machine-understandable ontology of modeling elements (flexible but limited set)

Extendible as modelers develop more sophisticated understandings and modeling techiniques

Vmodel modeli ekleNodes

thing

processes

Links

relationships



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP



VMODEL

1. Spelling and Grammar Checking

2.Feedback of how well model predicts what they are trying to explain

a visual step-by-step animation of simulation

an English summary of behavior predicted by model

an assesment of how well model supports hypothesis



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP



VMODEL

Experimentation in Chicago Public Schools- winter 2001

Naturalness of Visual Language

focus on contents of the models

Generalization in Modeling

gazelles and grass model -> lions and gazelles

astronout’s weight gain or loss->calorie cycle of living things

Comparision with Betty’s Brain

VMODEL’S framework is richer

Supports creation of new entities



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP



HOMER: a Modeling Tool

Consists of builders to create building blocks (entity hierarchy, quantities,quantity spaces) and constructs (model fragment scenarios)

Models created by HOMER can be run and inspected using VISIGARP

Prevent learners from making syntactically incorrect models

“Open contained liquid”

- Entities

- Configuration

- Attribute

- Quantities

- Quanitity Spaces

- Corresponding values

- Conditions

- Consequences



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP



Experimenting for usability and model-building problems

Methods and Subjects

Modeling U-tube system

Four subjects from Computer Science (2 researchers and 2 master students)

Three of them built two model fragments (contained liquid and liquid flow) and a scenario

Two of them are able to simulate in VISIGARP

Usability

When a learner sets out to accomplish a task, but fails to do so due to

unexpected behavior of the model building environment

As subjects worked longer with HOMER, the number of usability problems decreased

Using HOMER can be learned ina reasonable short time and usability is not a significant bottleneck for learners to create simulation models



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP



Experimenting for usability and model-building problems

Model-building Problems: Uncertainty concerning the creation of a model ingredient

Model Scope: determining features of the original system to include in the model

Create liquid

Level is property of liquid

Pressure-difference

Model Structure: what to put where in the model

Reuseness of the model

Detailed-generic model

Model-building concepts: understanding the qualitative ontology provided by the tool

Difference between attributes and quantities

Meaning of an influence

Difference between generic and instance knowledge

Model representation: how to technically formulate with the options provided by the environment



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP



VISIGARP

Provides a graphic user interface for running and inspecting qualitative simulations

State Transition Graph of Brazilian Cerrado Vegetation

Numbering

Simulation

Path generation

Parameter history



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP



VISIGARP

Mathematical and Causal Relationships

U-tube example

Visual container

Quantity space

Dependencies

I , P



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP



VISIGARP

Experimenting for usability

Subjects

30 first-year university students (psychology)

Cerrado Succession Hypothesis Model

No significant knowledge about Artificial Intelligence

Method

Two questionnaires testing for subjects’ preknowledge of CSH and icon language of VisiGarp

Prediction exercises using simulations produced by VisiGarp

-a single population

-full CSH model

Two questionnaires testing for post-knowledge

Evaluation of VisiGarp by subjects



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP



VISIGARP

Results of experimentation

Icon LanguageDo not show a significant improvement

Most icons are easy to understand ( ≥ ≤ = > < P+ P- I- I+)

Others are not clear and difficult to learn (Q^ Q V^ V), did not used so they are not learned

Do not produce insightful diagrams

Domain Knowledge

Learning effect is not expected but a significant difference is observed

Subjects evaluated usefulness and usability of the VisiGarp quite positively 3.7/5



Survey of Survey of


VMODELVMODEL

HOMERHOMER

VISIGARPVISIGARP


and and DiscussioDiscussionn

Conclusion And Discussion

Importance of conceptual Knowledge

Two interactive environments for building qualitative models

VMODEL

HOMER/VISIGARP

Importance of graphics and knowledge visualization

By evolution of these languages, students will not have memorize formulas

Qualitative Modeling in Education By Bert BREDEWEG & Ken FORBUS Evrim DALKIRAN.

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