Supporting teacher scripting with an ontological model of task-technique content knowledge
Résumé
Scripting is the phase of classroom management in which teachers build and/or fine-tune learning scenarios. When the learning objectives include task-technique knowledge, teachers face a specific difficulty: defining learning scenarios requires a holistic perspective of the different techniques, the types of tasks they address, and the interrelations between techniques and tasks, which may be highly complex for teachers. To address this issue, we developed a process for the semi-automatic elaboration of a task-technique knowledge model as an ontology, and tested it on a real scale case-study in mathematics education. We also designed interfaces that provide teachers with some access to this knowledge. A test shows that teachers found the proposal useful and usable.