Abstract
In this paper we propose a link between research in diagnosing student misconception in science education and expert system technology. We will describe an attempt into researching and developing a prototype expert system as a supportive tool for classroom teachers. The two forms of rules in the knowledge base, the diagnostic rules and the questioning sequence rules, are illustrated with an example. The overall design framework chosen has taken into consideration the practicality of system adoption into present classroom settings. This system was developed using a commercial expert system shell, Leonardo. Results of an initial trial with school pupils and teachers are discussed.
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