Explicating the Tacit Knowledge in Teaching and Learning.

摘要

The paper attempts to show how the emerging field of Cognitive Science can have a major impact on practical education. In particular it provides an overview of two projects at Bolt, Beranek, and Newman: the work on Socratic tutoring by Collins and Stevens and the work on diagnosing student's misconceptions in arithmetic by Brown and Burton. These two projects are cited as examples of how the techniques of Cognitive Science make it possible to analyze teaching and learning in genuinely novel ways. (Author)