Kees de Koning and Bert Bredeweg
In various research projects, qualitative models are claimed to be beneficial for teaching systems. Thus far, little experimental research has been undertaken to investigate the usefulness of these models in actual teaching situations. In this paper, we present an experimental study that examines to what extent existing qualitative reasoning representations and techniques are sufficient for modelling the interaction between a student an a teacher when discussing the (qualitative) behaviour of physical devices. The main results are that the knowledge representations as used in qualitative reasoning are largely adequate, whereas the reasoning techniques need adaptation for teaching.