[Inquiry] Re: Prospects for Inquiry Driven Systems

[Jon Awbrey]

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PRO.  Note 43

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1.3.2.  Inquiry and Education

My joint work with Susan Awbrey speculates on the yield of AI technology
for new seasons of inquiry oriented approaches to education, research, and
their integration (Awbrey & Awbrey, 1990, '91, '92).  A fruitful beginning
can be made, we find, by returning to grounds that were carefully prepared by
C.S. Peirce and John Dewey, and by asking how best to rework these plots with
the implements that the intervening years have provided.  There is currently
being pursued a far-ranging diversity of work on the applications of AI to
education, through research on problem solving performance (Smith, 1991),
learner models and the novice-expert shift (Gentner & Stevens, 1983), the
impact of cognitive strategies on instructional design (West, Farmer, &
Wolff, 1991), the use of expert systems as teaching tools (Buchanan &
Shortliffe, 1984), (Clancey & Shortliffe, 1984), and the development
of intelligent tutoring systems (Sleeman & Brown, 1982), (Mandl &
Lesgold, 1988).  Other perspectives on AI's place in science,
society, and the global scene may be sampled in the works of
(Wiener, 1950, 1964), (Ryan, 1974), (Simon, 1982), (Gill,
1986), (Winograd & Flores, 1986), and (Graubard, 1988).

Jon Awbrey

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