VModel: A Visual Qualitative Modeling Environment for Middle-School Students

K. D. Forbus, K. Carney, B. L. Sherin and Leo C. Ureel II

Represented by Onur Güngör

Modeling

AnalyzeAnalyze

TestTest

FormulateFormulate

ReviseRevise

Modeling cont.

mathematical models not for middle-class students.

qualitative reasoning predicate calculus

volume = M+(level), etc. is also a con

a solution attempt visual representation language

Modeling in Education

externalize thought collaboration learning by communication

relationships between entities ∆x → ∆y

experience in formal representations

Graphical RepresentationsConcept Maps

Graphical Representations cont.

Concept map notations able to express anything, but

prevents communication between students very hard to detect ill-formed maps

Graphical Representations cont.

Dynamical Systems Notations

Graphical Representations cont.

Dynamical systems notations cannot define conditions of applicability

Graphical Representations cont.

Argumentation Environments

Graphical Representations cont.

Argumentation environments atomic structures

They miss two key issues in modeling broadly applicable principles and

processes qualitative understanding of behaviour

Design

Ontology Model Library Supporting the modeling

coaches

Ontology

Entities Relationships

Processes:Process

Basic Stuff:Thing

Multiple-Thing

Substance

Parameters:Parameter

Amount

Level

Rate

Connectors:

Does

Touches

Contains

isPartOf

Controllers:

Requires

Comparisons:

Greater Than

Less Than

Equals

Causes:

Increases

Decreases

Influences

InfluencesOpposite

Ontology cont.

Restrictions specified types for each node or

relationship binary relations

Model Library

Ideas in one problem are applicable to other problems

Parts of previous models can be reused

Supporting the modeling process

Problem statement modeling target

Modeling the Builder

Analyzer the Professor

the Builder

Uses basic rule statements for detecting errors. E.g. “A direct influence relationship must be connected

between the rate of a process and any type of parameter.”

Non-intrusive indications for errors default nodes with some particular nodes

e.g. Process with Rate. “skins”

the Professor

checks for “modeling target”:

explains the behaviour:

Model CheckLevel TemperatureYou predicted that Temperature would be DECREASING but instead it is INCREASING.

There is the process of Heating whichIncreases the Heat of Water that is

INCREASING and whichInfluences the Temperature of Water that is INCREASING.

Classroom Experiences

performed in Chicago and Detroit public school systems curricula about relation between heat and temperature and ecosystems

causal paths were short before introduction of coaches observed good examples of generalization

“Replace ASTRONAUT with DOG.” “Lions and Gazelles”

lack of reuse and comparison Causal map redundancy

Additional relationship between lions and gazelles to “summarize”

Future Work

Analogy-based coaching norm model

Produce suggestions based on the difference

Merge Vmodel with sKEA (an open-domain sketching system) Attached with a domain-independent

mixed-initiative Socratic tutor

Questions?