Knowledge Model Prompting Increases LLM Performance on Planning Tasks

Large Language Models (LLM) can struggle with reasoning ability and planning tasks. Many prompting techniques have been developed to assist with LLM reasoning, notably Chain-of-Thought (CoT); however, these techniques, too, have come under scrutiny as LLMs' ability to reason at all has come into question. Borrowing from the domain of cognitive and educational science, this paper investigates whether the Task-Method-Knowledge (TMK) framework can improve LLM reasoning capabilities beyond its previously demonstrated success in educational applications. The TMK framework's unique ability to capture causal, teleological, and hierarchical reasoning structures, combined with its explicit task decomposition mechanisms, makes it particularly well-suited for addressing language model reasoning deficiencies, and unlike other hierarchical frameworks such as HTN and BDI, TMK provides explicit representations of not just what to do and how to do it, but also why actions are taken. The study evaluates TMK by experimenting on the PlanBench benchmark, focusing on the Blocksworld domain to test for reasoning and planning capabilities, examining whether TMK-structured prompting can help language models better decompose complex planning problems into manageable sub-tasks. Results also highlight significant performance inversion in reasoning models. TMK prompting enables the reasoning model to achieve up to an accuracy of 97.3\% on opaque, symbolic tasks (Random versions of Blocksworld in PlanBench) where it previously failed (31.5\%), suggesting the potential to bridge the gap between semantic approximation and symbolic manipulation. Our findings suggest that TMK functions not merely as context, but also as a mechanism that steers reasoning models away from their default linguistic modes to engage formal, code-execution pathways in the context of the experiments.

Using Analytics on Student Created Data to Content Validate Pedagogical Tools

Conceptual and simulation models can function as useful pedagogical tools, however it is important to categorize different outcomes when evaluating them in order to more meaningfully interpret results. VERA is a ecology-based conceptual modeling software that enables users to simulate interactions between biotics and abiotics in an ecosystem, allowing users to form and then verify hypothesis through observing a time series of the species populations. In this paper, we classify this time series into common patterns found in the domain of ecological modeling through two methods, hierarchical clustering and curve fitting, illustrating a general methodology for showing content validity when combining different pedagogical tools. When applied to a diverse sample of 263 models containing 971 time series collected from three different VERA user categories: a Georgia Tech (GATECH), North Georgia Technical College (NGTC), and ``Self Directed Learners'', results showed agreement between both classification methods on 89.38\% of the sample curves in the test set. This serves as a good indication that our methodology for determining content validity was successful.