The authors speculate on the appropriate uses of knowledge representation systems and the need to develop control structures for deciding which knowledge-base technique to use, how to use it, and when the process is finished. How this ties in with the concept of metacognition is also discussed. The role of the learning environment in building knowledge representations, especially active learning and student involvement, is examined. Research results on cognitive rehearsal, peer tutoring and the development of expertise through talking with others and preparing to teach are summarized.
|Original language||English (US)|
|Number of pages||9|
|Journal||Proceedings - Frontiers in Education Conference|
|State||Published - Dec 1 1985|