Introducing expert systems to pupils
C. F. Reynolds · Journal of Computer Assisted Learning · 1988
Abstract There are a number of practical advantages in exposing schoolchildren to simple expert systems. This should be done in order to give them a deeper understanding about what information is and how decisions are made by both people and advanced computer systems. However, there is a danger of blinding the pupils with science if expert system techniques are moved directly from the research laboratory to the classroom without appropriate adaptation. This paper highlights the problems of producing a flexible and easily demonstrable system which can be used for teaching about expert systems and the underlying information processing principles. Key features of a working system, called Micro‐CODIL, are described. This uses a distinctive paradigm which is particularly suited to the needs of the classroom. Examples discussed in the paper include a micro‐expert system relating to the finding of a body in a Danish bog, a brainteaser involving logical deduction to demonstrate production rules and a simple French‐English dictionary which can be used to widen pupils' ideas about ‘information’.