Henny P.A. Boshuizen – författare

The book is written in the framework of a European collaborative research programme, Learning in Humans and Machines, funded by the European Science Foundation. The book's purpose is to collect papers on learning declarative knowledge and problem solving skills that involve multiple representations such as verbal, graphical and mathematical representations, knowledge at different levels of abstraction (e.g. qualitative and quantitative, specific cases or general models). One of the goals of the research programme is to demonstrate existing and to initiate new collaboration between educational sciences, psychology and machine learning. The first aim of this book is to give an overview of the state of the art of the topic of learning involving different representations in the form of overview chapters. The book covers approaches to this topic from different perspectives: educational, cognitive modelling and machine learning. It includes both theoretical analyses and studies in application contexts. The second aim of the book is to present current research on these topics and to articulate research issues for future research. This is done in the form of a collection of research papers and two reflective chapters.

About the Book Series The idea for the Book Series “Innovation and Change in Professional Education” (ICPE) was born in 1996. While working on another publication in this area, we noticed that professional educators faced similar problems without even knowing from each other. It was this observation that resulted in examining the possibilities for a new publication platform about professional education with input from different professions. We wanted to develop a publication source that would bring together educators and researchers to exchange ideas and knowledge about theory, research and professional practice. But we were not only striving for a book series informing readers about important themes in the professions. A second goal was to focus on processes of change and innovation. We were heavily involved in innovations going on in our institutions, and were convinced that a better understanding was needed in a wide range of issues critically important to the future of professional education. It was our belief that scholarly publications about innovation processes may support fundamental change in professional education. ICPE reflects our view that professional education deserves such a publication platform. It aims to approach critical questions of educational innovations, and to examine dynamics of educational change in various professional domains in the context of innovation processes. The books will include contributions from frontline practitioners, leading researchers, or distinguished scholars in professional education, delivering reports of empirical or theoretical research, reviews, interpretations of evaluation studies, or descriptions of innovative approaches.

About the Book Series The idea for the Book Series “Innovation and Change in Professional Education” (ICPE) was born in 1996. While working on another publication in this area, we noticed that professional educators faced similar problems without even knowing from each other. It was this observation that resulted in examining the possibilities for a new publication platform about professional education with input from different professions. We wanted to develop a publication source that would bring together educators and researchers to exchange ideas and knowledge about theory, research and professional practice. But we were not only striving for a book series informing readers about important themes in the professions. A second goal was to focus on processes of change and innovation. We were heavily involved in innovations going on in our institutions, and were convinced that a better understanding was needed in a wide range of issues critically important to the future of professional education. It was our belief that scholarly publications about innovation processes may support fundamental change in professional education. ICPE reflects our view that professional education deserves such a publication platform. It aims to approach critical questions of educational innovations, and to examine dynamics of educational change in various professional domains in the context of innovation processes. The books will include contributions from frontline practitioners, leading researchers, or distinguished scholars in professional education, delivering reports of empirical or theoretical research, reviews, interpretations of evaluation studies, or descriptions of innovative approaches.