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Open peer commentary on the article “Studying Conceptual Change in Classrooms: Using Association Rule Mining to Detect Changes in Students’ Explanations of the Effects of Urban Planning and Social Policy” by Arthur Hjorth & Uri Wilensky. Abstract: Hjorth and Wilensky’s target article describes two important tools for helping students debug their conceptual misconceptions: the NetLogo model, and results from Association Rule Mining. In this commentary, I focus on these tools’ contributions to the debugging process, and the way they allow students to improve their conceptual knowledge.
Valente J. A. (2019) The role of debugging in knowledge construction. Constructivist Foundations 14(3): 287–288. https://constructivist.info/14/3/287
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