In the version of this article originally published, one of the two authors with the name Wei Zhao was omitted from the author list and the affiliations for both authors were assigned to the single Wei Zhao in the aut...
In the version of this article originally published, one of the two authors with the name Wei Zhao was omitted from the author list and the affiliations for both authors were assigned to the single Wei Zhao in the author list. In addition, the ORCID for Wei Zhao (Department of Biostatistics and Epidemiology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA) was incorrectly assigned to author Wei Zhou. The errors have been corrected in the HTML and PDF versions of the article.
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Educational robotics are learning and teaching tools which can effectively promote exploratory learning and investigative work within several disciplines as science, Technology and Design, Mathematics. The potential o...
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ISBN:
(纸本)9781627483346
Educational robotics are learning and teaching tools which can effectively promote exploratory learning and investigative work within several disciplines as science, Technology and Design, Mathematics. The potential of these technologies can be developed within a learner-centered environment based on the constructivist approach. Besides building and programming autonomous robots is an ideal context to situate a project-based learning experience where learners work collaboratively to understand the problem, propose viable solutions and construct their artifacts. In this paper we propose a methodology for developing robotic enhanced projects that promote students' active involvement and knowledge construction. We also present indicative incidents from the implementation of a project in a real school environment. Preliminary evaluation results provide evidence on the educational potential of robotics and the effectiveness of the methodology in the development of a learning environment where learners are actively involved constructing meaningful artifacts.
In the present work, the architecture of a knowledge-based free-text response assessment system is presented, which can assess free-text responses on open-ended questions based on text comprehension theories. Its main...
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ISBN:
(纸本)9781627483339
In the present work, the architecture of a knowledge-based free-text response assessment system is presented, which can assess free-text responses on open-ended questions based on text comprehension theories. Its main advantages are the facts of extending the knowledge base and assessing responses on questions of different types. It is constituted from three basic modules: The first module is the Normalization Module (NoM), which is responsible for converting free-text responses into normalized responses, as well as, converting technical text into "functional system". The second module is the Functional System Module (FSM), which depicts all entities of a technical text and the relations among them, and is presented, by the representation of microstructure and macrostructure of a Computer Networks domain technical text, according to Denhiere-Baudet Text Comprehension Model. The third module is the Assessment Module (AM), responsible for assessing the normalized responses. It is based on data, obtained by experimental studies on microstructure and macrostructure, constructed by secondary school students, during reading technical texts and responding to questions.
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