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Title:
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A THREE-STEP KNOWLEDGE GRAPH APPROACH
USING LLMS IN COLLABORATIVE PROBLEM
SOLVING-BASED STEM EDUCATION |
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Author(s):
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Li Chen, Gen Li, Boxuan Ma, Cheng Tang and Masanori Yamada |
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ISBN:
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978-989-8704-61-0 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2024 |
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Edition:
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Single |
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Keywords:
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Knowledge Graph, Collaborative Problem Solving, STEM Education, Large Language Model |
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Type:
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Full |
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First Page:
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51 |
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Last Page:
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58 |
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Language:
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English |
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Cover:
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Full Contents:
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Paper Abstract:
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This paper proposes a three-step approach to develop knowledge graphs that integrate textbook-based target knowledge
graph with student dialogue-based knowledge graphs. The study was conducted in seventh-grade STEM classes, following
a collaborative problem solving process. First, the proposed approach generates a comprehensive target knowledge graph
from learning material contents, establishing a reference framework that represents the target knowledge structure of the
course. Second, customized knowledge graphs were generated by analyzing the scientific concepts and knowledge based
on the discussion dialogues, showing students' activated knowledge structures. Finally, the dialogue-based knowledge
graphs were integrated into textbook-based target knowledge, to identify the activated and non-activated knowledge nodes
and connections, as well as the related activated knowledge nodes and connections from other previous lectures or
experiences. This three-step approach visualizes students' knowledge activation, and the learning gaps remain. This paper
presented three examples of integrated knowledge graphs based on the different group formations. The findings of three
different groups were discussed, and some educational implications were provided. |
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