Toward Sense Making with Grounded Feedback

Abstract

In STEM domains, robust learning includes not only fluency with procedures, but also recognition and application of the conceptual principles that underlie them. Grounded feedback is one instructional approach proposed to help students integrate conceptual knowledge into their learning of procedures. Grounded feedback functions primarily by having students take an action in the target domain (often symbolic) and receiving feedback in a representation that is easier to reason with. This thesis defines grounded feedback and evaluates its effectiveness.