Computational models of learning in astronomy

Abstract

Human learning appears to be heavily influenced by prior knowledge, yet the complex relationships between individual conceptions and their influence on the learning process are still subject to research. The computational representation of learning processes is assumed to yield a deeper insight into the interdependence of background knowledge and the product of learning. Based on a cross age study on children's explanations of the day/night cycle conducted by S. Vosniadou and W. F. Brewer, children's conceptions of the celestial bodies and their conceptions of the appearance and disappearance of objects have been modeled within the knowledge representation system MOBAL. The formal and operational models help to specify the interconceptual relations and the conceptual development reconciling the culturally accepted scientific explanation of the day/night cycle with alternative conceptions.