This research investigated how computers might enable young learners to build models so that they can express and explore their ideas and hence they can gain understanding of the subject matter as well as developing modelling abilities. A design for a qualitative modelling environment was produced, which incorporated a simple rule-based metaphor that could be presented as a diagram. The design was founded on empirical evidence of children modelling as well as theoretical grounds. This research originated in and contributed to the Modus Project, a joint venture between King's College London and the Advisory Unit for Microtechnology in Education, Hertfordshire County Council. A prototype of the software, Expert Builder, was implemented by software engineers from the Modus team. The initial stage of evaluation, based on a questionnaire survey and widespread trialling, established that the tool could be used in a wide range of educational contexts. A detailed study of children using the qualitative modelling environment was conducted in three primary schools involving 34 pupils, aged nine to 11. They used the modelling environment within the classroom in their normal curriculum work over one school year on a variety of topics assisted by their class teacher. The modelling environment enabled cooperative groupwork and supported pupils in consolidating and extending their knowledge. A formative evaluation was used to inform the design of a revised version of the software. In addition the experiences of children using the software were analysed. A framework was developed which characterised the stages in the modelling process. Teachers in the study were observed to demonstrate the earlier stages of the modelling process and then to set tasks for the children based on the later stages of building and testing the models. The evidence suggested that the abilities to model were context dependent so that pupils as young as nine years old could undertake the whole modelling process provided that they were working on subject matter with which they were familiar. The teachers made use of computer based modelling in order to develop and reinforce pupils' understanding of various aspects of the curriculum and therefore they chose modelling tasks for the children. However in one school the children were given the opportunity to design and build models of their own choice and they demonstrated that they were able to carry out all the stages in the modelling process. A taxonomy of computer based modelling is proposed which could be used to inform decisions about the design of the modelling curriculum and could provide a basis for researchers investigating the modelling process. This would be useful for further research into the intellectual and social activities of people learning to model and for teachers seeking to develop a framework for the modelling curriculum. The National Curriculum (Department of Education and Science and the Welsh Office, 1990) specifies that early steps in computer based modelling should involve exploring models developed by others and pupils are not required to build models themselves until level 7 which is expected to be reached by more able 14 year-olds. In this thesis it is argued that a modelling curriculum should provide early opportunities for pupils to undertake the modelling process by developing simple models on familiar subject matter as well as opportunities for exploring more complex models as evidence from research reported in this thesis suggests that younger pupils are able to build models. In this way pupils will be enabled to acquire modelling capability as well as developing their understanding of a range of topics through modelling. Progression in modelling capability would involve constructing models of more complex situations and using a wider range of modelling environments.

Thesis (Ed. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 99-105).

This work presents a novel and pragmatic approach to Curriculum Development by combining theoretical knowledge with expertise in the form of practical rules within a Knowledge-Based System. As a broad generalisation, the literature on Curriculum Development tends to focus on theoretical issues and fails to address the practical needs of course designers in engineering, particularly in countries with developing educational systems. The main achievements of the present research are: " demonstration that Knowledge-Based Systems can be successfully applied to Curriculum Development. Reports of Verification and Validation by experts and end-users are presented. " an innovative approach to Curriculum Development by providing course designers in engineering with sound advice concerning their specific needs (by combining built in expertise with their own data as input from the keyboard) in the subdomains of Introduction to Curriculum Development, Methods of Curriculum Content Identification, Course Structure, Learning Outcomes and Student Assessment. This approach has led to the representation of expertise through practical and numerical rules which has never been published. "a framework for building Knowledge-Based System which incorporates a novel strategy for knowledge acquisition using several experts. This was the result of devising the concepts of Boundaries, Limits, Inputs and Outputs which ensured that the size and integration of the knowledge base were kept under control and prevented the conflict of expertise. " an element for training in Curriculum Development by developing an Explanation Network which provides the end-user with concepts and principles relevant to the curriculum theory. This vehicle for training, which comes in addition to the advice given in the main consultation, is also a novel feature in the development of Knowledge-Based Systems. Indeed the research has shown that there is scope for acquiring expertise on Curriculum Development yet a wide variety of techniques of knowledge elicitation were needed to acquire specific rules from the Curriculum Development experts. The research also has demonstrated that these rules can be implemented in a portable, standalone system. The work concludes with a reflective discussion about the major findings of this research which underpins the recommendations about the use and dissemination of this Knowledge-Based ystem.

No description available.

Report (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Abstract. Includes bibliographical references (leaves 40-45). Also available via the Internet.

Thesis (M.S.)--Rochester Institute of Technology, 1985. / Typescript. Includes bibliographical references (leaves 74-75).

Thesis (M.B.A.)--University of Hong Kong, 1996. / Includes bibliographical references.

Revision of thesis --Stanford University, 1980. / Includes index. Bibliography: p. [165]-169.

No description available.

Thesis (M.S.)--Rochester Institute of Technology, 1990. / Spine title: Identify generic tasks. Includes bibliographical references (leaves 55-57).