KNOWLEDGE REPRESENTATION IN A PHYSICS TUTOR

This paper is based on the idea that designing a knowledge representation for an intelligent physics computer tutoring system depends, in part, on the target behavior anticipated from the student. In addition, the document distinguishes between qualitative and quantitative competence in physics. These competencies are illustrated through questions that students are expected to answer for two problems (a crane boom and a stone throw problem) and approaches are described that are consistent with each type of competence. An example is described which demonstrates that an approach that leads to competence in qualitative reasoning emphasizes pedagogic and conceptual knowledge, and an approach that leads to competence in quantitative reasoning is an expert system which emphasizes problem solving and factual knowledge. Two ways to categorize the knowledge of a physics tutor are presented. The first consists of facts, skills, and concepts, and the second distinguishes between expert and pedagogic knowledge. Several figures are provided. (TW) Reproductions supplied by EDRS are the best that can be made from the original document