Synopsis
In this book, a number of experts from various disciplines take a look at three different strands in learning to model. They examine the activity of modeling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved. The chapters seek to bridge the modeling of communication and the modeling of particular scientific domains. In so doing, they seek to throw light on the educational communication that goes on in conceptual learning.
Taken together, the chapters brought together in this volume illustrate the diversity and vivacity of research on a relatively neglected, yet crucially important aspect of education across disciplines: learning to model. A common thread across the research presented is the view that communication and interaction, as fundamental to most educational practices and as a repository of conceptual understanding and a learning mechanism in itself, is intimately linked to elaborating meaningful, coherent, and valid representations of the world.
The editors hope this volume will contribute to both the fundamental research in its field and ultimately provide results that can be of practical value in designing new situations for teaching and learning modeling, particularly those involving computers.
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About the Author
PAUL BRNA is Reader in Interactive Learning Systems in the Computer Based Learning Unit at the University of Leeds.
MICHAEL BAKER is the Regional History Curator at Museum London, and the editor of "Downtown London: Layers of Time".
Keith Stenning is Professor of Human Communication in the School of Informatics at the University of Edinburgh. He is author of "Seeing Reason and coauthor of Introduction to Cognition and Communication" (MIT Press, 2006).
Jerry Andriessen works at Utrecht University.Pierre Coirier" "is senior researcher at the University of Poitiers.
BENEDICT DU BOULAY is Professor of Artificial Intelligence in the Computer Science and Artificial Intelligence Subject Group within the School of Cognitive and Computing Sciences.
Mark Burton is an Associate Professor in Law at the University of Melbourne and a Fellow of the Taxation Law and Policy Research Institute, Monash University.
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