{"type":"ScholarlyArticle","title":"Artificial Intelligence in the Classroom","authors":[{"name":"Wynne Bell","slug":"wynne-bell","given":"Wynne","family":"Bell","affiliation":"Bedford Co lle ge of Higher Educat i on , Bedford , UK ."}],"abstract":"Various teaching strategies have been employed in attempting to overcome t he difficulties experienced by students learning computer programming on courses held at the Bedford Co ll ege of Hi gher Educatio n, England . The prob l em remains unsolved; the ma in difficulty encountered lies in the development of the algorithm , not in the syntax or semantics of the language . The con tri bution gained by the use of flowcharts has been neg li g i ble ; t he major contribu ti on came from a llowin g the s tud ents to work in groups . The essay follows the a r gument that, accept i ng the premise that programming requires logica l thinking, a so luti on to this problem may be forthcom i ng if it i s tackled by help in g these students t o develop problem so lvin g ski ll s from an ear l y age ; thereb y placing the onus on t he schoo ltea cher . Use of educa ti ona l tool s , na me l y BIGTRAK, initia ll y fo r the very young, followed by the TURTLE with LO GO pro gramming , and l atte rl y microPro lo g is advoca t ed . The paper is introdu ced by a br i ef discourse on the concep t of knowledge, in order t o confirm that to teach thin k in g i s difficult, and hence that th e re is a rol e fo r some aspect of artif icial intelli ge nce in the c las sroom.","doi":null,"url":"https://ijcai.org/proceedings/1983/23","pdf":"https://ijcai.org/proceedings/1983/0023.pdf","markdown":"https://ijcai.org/proceedings/1983/23.md","bibtex":"https://ijcai.org/proceedings/1983/bibtex/23","volume":{"slug":"1983","title":"Proceedings of the Eighth International Joint Conference on Artificial Intelligence","short_title":"IJCAI 1983","url":"https://ijcai.org/proceedings/1983/","year":1983,"location":"Karlsruhe, West Germany","dates":"","editors":"Alan Bundy","isbn":"","publisher":"International Joint Conferences on Artificial Intelligence","doi_prefix":""},"section":"Cognitive Modelling","track":"Cognitive Modelling","number":23,"pages":{"first":87,"last":88},"keywords":[],"videos":[],"references":[{"position":1,"raw":"Hirst,P . 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(1970) .","title":"An Introduction to the Phi l osophy of Education","authors":"J Gribble","year":"1970","venue":null,"doi":null,"url":null,"internal_url":null},{"position":5,"raw":"Landa,L., Alga-Heuristic Approach to Thinking and Learning: Does CAL Teach Thinking, in Proceed ings CAL79 Sympos ium, University of Exeter, (1979).","title":"Alga-Heuristic Approach to Thinking and Learning: Does CAL Teach Thinking","authors":"L Landa","year":"1979","venue":"Proceed ings CAL79 Sympos ium","doi":null,"url":null,"internal_url":null},{"position":6,"raw":"Pape~t , S ., Minds torms Children, Computers , and Powerful Ideas. Harvester Press. (1980).","title":"Minds torms Children, Computers , and Powerful Ideas","authors":"S Pape~t","year":"1980","venue":null,"doi":null,"url":null,"internal_url":null},{"position":7,"raw":"Feurzeig , W., Papert,S., Bloom,M ., Grant,R . and Solomon , C.( l969). Programming languages as a conceptual framework for teaching mathemati cs . Report No . 1889 . 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