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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 Modeling in EducationQualitative Modeling in Education 33
Qualitative Reasoning and Qualitative Reasoning and EducationEducation
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 Modeling in EducationQualitative Modeling in Education 44
Qualitative Reasoning and Qualitative Reasoning and EducationEducation
Qualitative Qualitative ReasoninReasoning and g and EducationEducation
Survey of Survey of
Recent Recent ApplicationApplicationss
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 Modeling in EducationQualitative Modeling in Education 55
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
Qualitative Modeling in EducationQualitative Modeling in Education 66
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion and Conclusion and DiscussionDiscussion
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)
Qualitative Modeling in EducationQualitative Modeling in Education 77
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion and Conclusion and DiscussionDiscussion
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
Qualitative Modeling in EducationQualitative Modeling in Education 88
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
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
Qualitative Modeling in EducationQualitative Modeling in Education 99
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
and and DiscussionDiscussion
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
Qualitative Modeling in EducationQualitative Modeling in Education 1010
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
and and DiscussionDiscussion
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
Qualitative Modeling in EducationQualitative Modeling in Education 1111
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
and and DiscussionDiscussion
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
Qualitative Modeling in EducationQualitative Modeling in Education 1212
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
and and DiscussionDiscussion
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
Qualitative Modeling in EducationQualitative Modeling in Education 1313
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
and and DiscussionDiscussion
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
Qualitative Modeling in EducationQualitative Modeling in Education 1414
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
and and DiscussionDiscussion
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
Qualitative Modeling in EducationQualitative Modeling in Education 1515
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
and and DiscussionDiscussion
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
Qualitative Modeling in EducationQualitative Modeling in Education 1616
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
and and DiscussionDiscussion
VISIGARP
Mathematical and Causal Relationships
U-tube example
Visual container
Quantity space
Dependencies
I , P
Qualitative Modeling in EducationQualitative Modeling in Education 1717
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
and and DiscussionDiscussion
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
Qualitative Modeling in EducationQualitative Modeling in Education 1818
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicatioApplicationsns
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
and and DiscussionDiscussion
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
Qualitative Modeling in EducationQualitative Modeling in Education 1919
Qualitative Qualitative Reasoning Reasoning and and EducationEducation
Survey of Survey of
Recent Recent ApplicationApplicationss
VMODELVMODEL
HOMERHOMER
VISIGARPVISIGARP
Conclusion Conclusion
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