Évolution épistémologique en EIAO
Pierre Dillenbourg · Sciences et techniques éducatives · 1994
The concept of knowledge has recently evolved from a substance to a capacity to interact. I illustrate this epistemological evolution with two examples : explanation and learner modelling. Explanation is not perceived any more as transmiting the trace of the expert's reasoning, but as the result of a shared construction. Similarity, a diagnosis is not considered any more as a neutral snapshot of the learner's knowledge, but as the result of a mutual understanding process.