Characterizing novice and expert knowledge: towards an intelligent tutoring system for archaeological science
Graham Tilbury, Ian K. BAILIFF, Rosemary J. Stevenson · 1995
Teaching archaeology is becoming increasingly difficult due to the wide range of educational backgrounds of the students and to their increasing numbers. Whilst Computer Aided Learning has been and will continue to be useful in easing this burden upon teaching resources, it is limited in its uses due to the way in which its operations differ from a real human tutor If however we can understand how students in archaeology learn and how their knowledge changes as they increase in expertise, then we may attempt to embody this knowledge in a Computer Aided Learning system that could therefore respond intelligentiy. Such an Intelligent ComputerAided-Leaming system, or Intelligent Tutoring System as it is more often called, is the long term goal of this research work. The aim of the present study was to take a first step towards this goal by identifying the knowledge that experts and novices have of scientific dating techniques and determining the differences between them.