Abstract
The technology of knowledge-based systems undoubtedly offers potential for educational modelling, yet its practical impact on today's school classrooms is very limited. To an extent this is because the tools presently used in schools are mostly rule-based expert system shells, which lack usability. We developed three alternative tools, using ideas from knowledge acquisition research, and compared their effectiveness to that of an established rule-based shell. Children working with the new tools produced higher quality models and developed more positive attitudes. We relate these findings to the forms of representation provided by the new tools and present evidence that modelling increases children's representational skill. We conclude that knowledge acquisition systems and alternative forms of representation can contribute to improved forms of knowledge-based modelling.
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