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            "note": "<p>This article discusses the ways students' misconceptions can be categorised and used as a way of helping them learn difficult concepts. It focuses on mathematical problems and deals with the how students misconceive things like how images are processed. In terms of hard and soft: definitely at the harder end.</p>\n<p>Diagnosis is the key here. e-learning can be used to diagnose problems and then target specific gaps in knowledge.</p>\n<p>Relevance to book chapter: recognises that specific interventions are required</p>\n<p>Problems: assumes that knowledge can be built from atomised chunks, which may be true in the case of maths but less likely to be true in the case of the social sciences where argumentation and critical thinking are required.</p>",
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            "dateAdded": "2009-08-13T09:47:00Z",
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            "creatorSummary": "Madhyastha and Tanimoto",
            "parsedDate": "2009",
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            "title": "Faring with Facets: Building and Using Databases of Student Misconceptions",
            "creators": [
                {
                    "creatorType": "author",
                    "firstName": "Tara",
                    "lastName": "Madhyastha"
                },
                {
                    "creatorType": "author",
                    "firstName": "Steven",
                    "lastName": "Tanimoto"
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                {
                    "creatorType": "editor",
                    "firstName": "Patrick",
                    "lastName": "McAndrew"
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            "abstractNote": "Abstract: A number of educational researchers have developed pedagogical approaches that involve\nthe teacher in discovering and helping to correct misconceptions that students bring to their study of\ntheir subject matter. During the last decade, several computer systems have been developed to support\nteaching and learning using this kind of approach. A central conceptual construct used by these\nsystems is the “facet” of understanding: an atomic diagnosable unit of belief. A formidable challenge\nto applying such pedagogical approaches to new topic areas is the task of discovering and organizing\nthe facets for the new subject area. This paper presents a taxonomy of misconceptions and a\nmethodology for going about the task of preparing a database of facets. Important issues include the\ngenerality and diagnosability of facets, granularity of facets, and their placement on a scale of\nproblematicity. Examples are drawn from the subjects of physics and computer science and in the\ncontext of two computer systems: the Diagnoser and INFACT.",
            "publicationTitle": "JIME",
            "publisher": "",
            "place": "",
            "date": "2009",
            "volume": "",
            "issue": "",
            "section": "",
            "partNumber": "",
            "partTitle": "",
            "pages": "",
            "series": "",
            "seriesTitle": "",
            "seriesText": "",
            "journalAbbreviation": "",
            "DOI": "",
            "citationKey": "",
            "url": "http://jime.open.ac.uk/2009/01/",
            "accessDate": "",
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            "PMCID": "",
            "ISSN": "",
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            "archiveLocation": "",
            "shortTitle": "",
            "language": "",
            "libraryCatalog": "",
            "callNumber": "",
            "rights": "",
            "extra": "",
            "tags": [
                {
                    "tag": "diagnosis"
                },
                {
                    "tag": "facets"
                },
                {
                    "tag": "jime"
                }
            ],
            "collections": [
                "MNAEQ49A"
            ],
            "relations": {},
            "dateAdded": "2009-08-13T09:31:53Z",
            "dateModified": "2009-08-13T09:31:53Z"
        }
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