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1.
This paper focuses on theory and research issues associated with the use of hypermedia technologies in education. It is proposed
that viewing hypermedia technologies as an enabling infrastructure for tools to support learning—in particular learning in
problem-based pedagogical environments involving cases—has particular promise. After considering research issues with problem-based
learning related to knowledge transfer and conceptual change, a design framework is discussed for a hypermedia system with
scaffolding features intended to support and enhance problem-based learning with cases. Preliminary results are reported of
research involving a new version of this hypermedia design approach with special ontological scaffolding to explore conceptual
change and far knowledge transfer issues related to learning advanced scientific knowledge involving complex systems as well
as the use of the system in a graduate seminar class. Overall, it is hoped that this program of research will stimulate further
work on learning and cognitive sciences theoretical and research issues, on the characteristics of design features for robust
and educationally powerful hypermedia systems, on ways that hypermedia systems might be used to support innovative pedagogical
approaches being used in the schools, and on how particular designs for learning technologies might foster learning of conceptually
difficult knowledge and skills that are increasingly necessary in the 21st century.
Michael J. Jacobson Ph.D., is a faculty researcher at the Singapore Learning Sciences Laboratory and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. His research has focused on the design of learning technologies such as 3D multi-user virtual environments and hypermedia to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. 相似文献
| Michael J. JacobsonEmail: |
Michael J. Jacobson Ph.D., is a faculty researcher at the Singapore Learning Sciences Laboratory and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. His research has focused on the design of learning technologies such as 3D multi-user virtual environments and hypermedia to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. 相似文献
2.
The ontologies of complexity and learning about complex systems 总被引：1，自引：0，他引：1
This paper discusses a study of students learning core conceptual perspectives from recent scientific research on complexity
using a hypermedia learning environment in which different types of scaffolding were provided. Three comparison groups used
a hypermedia system with agent-based models and scaffolds for problem-based learning activities that varied in terms of the
types of text based scaffolds that were provided related to a set of complex systems concepts. Although significant declarative
knowledge gains were found for the main experimental treatment in which the students received the most scaffolding, there
were no significant differences amongst the three groups in terms of the more cognitively demanding performance on problem
solving tasks. However, it was found across all groups that the students who enriched their ontologies about how complex systems
function performed at a significantly higher level on transfer problem solving tasks in the posttest. It is proposed that
the combination of interactive representational scaffolds associated with NetLogo agent-based models in complex systems cases
and problem solving scaffolding allowed participants to abstract ontological dimensions about how systems of this type function
that, in turn, was associated with the higher performance on the problem solving transfer tasks. Theoretical and design implications
for learning about complex systems are discussed. 相似文献
3.
Studying complex systems is increasingly important in many science domains. Many features of complex systems make it difficult for students to develop deep understanding. Our previous research indicated that a function‐centered conceptual representation is part of the disciplinary toolbox of biologists, suggesting that it is an appropriate representation to help students develop deep understanding. This article reports on the results of two experiments that investigate how hypermedia using a conceptual representation influences pre‐service teachers' and middle school students' learning of a complex biological system, the human respiratory system. We designed two versions of instructional hypermedia based on the structure–behavior‐function conceptual representation. One hypermedia was function‐centered which emphasized the function and behavior of the system, whereas the other was focused on the structure of the system. We contrasted the instructional effectiveness of these two alternative conceptual representations. The results of both studies indicated that participants using the function‐centered hypermedia developed deeper understanding than those using the structure‐centered version. This proof‐of‐concept study suggests that the function‐centered conceptual representation is a powerful way to promote complex systems understanding. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1023–1040, 2009 相似文献
4.
5.
Roger Azevedo Jennifer G. Cromley Fielding I. Winters Daniel C. Moos Jeffrey A. Greene 《Instructional Science》2005,33(5-6):381-412
This study examines the effectiveness of three scaffolding conditions on adolescents’ learning about the circulatory system
with a hypermedia learning environment. One hundred and eleven adolescents (n = 111) were randomly assigned to one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding (FS),
or no scaffolding (NS)) and were trained to use a hypermedia environment to learn about the circulatory system. Pretest and
posttest data were collected to measure the qualitative changes in students’ mental models of the topic and quantitative changes
in their declarative knowledge. Verbal protocols were collected during the 40-minute learning task to examine how each condition
affected the way in which students regulated their learning. Findings revealed that learners in both the AS and NS conditions
gained significantly more declarative knowledge than did those in the FS condition. Also, the AS condition was associated
with shift in learners’ mental models significantly more than the other conditions. Associated with these significant shifts
in their mental models, learners in the AS condition regulated their learning by planning and activating prior knowledge,
monitoring their cognitive activities and their progress toward learning goals, using several effective strategies, and engaging
in adaptive help-seeking. By contrast, those in the NS condition used fewer effective strategies, while those in the FS regulated
their learning by using several regulatory processes which seemed to impede their learning. Implications for the design of
scaffolds for fostering students’ self-regulated learning with hypermedia are presented. 相似文献
6.
《教育心理学家》2013,48(3):385-404
Educational research emphasizing constructivist perspectives and the role of integrated technologies is converging on the value of students actively designing knowledge, particularly in the context of designing media presentations for real audiences. To date, little documented progress has been made in this area because of the significant assessment problems involved in evaluating complex high-level skills across large groups of students engaged in a wide range of activities over a long period of time. We have used cognitive techniques to develop a model of design skills that has been embedded into the curriculum in two qualitatively different hypermedia learning environments. The model is also used as the basis for a wide range of assessments aimed at documenting the amount of exposure to design skills students actually get, the conceptual understanding of design skills they develop, and the extent to which they can actually use their design skills in novel contexts. Common results from both sites support the virtues of design experiences for improving student motivation and effort, as well as the ways in which hypermedia tools can facilitate student learning. Contrasting results from our two sites reveal the importance of master teachers who have a thorough understanding of design skills and can embed explicit discussion and practice of the whole process of design into daily classroom activity. From an assessment standpoint, experiences from both sites converge on the importance of targeting assessments at the design process itself and the need for better theories of assessment design and improved administration practices. 相似文献
7.
Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention
《The Journal of educational research》2012,105(4):207-214
Abstract A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Posttest results indicated no significant difference between control and experimental groups in acquisition of declarative, conditional, and procedural knowledge. However, retention test results showed that the experimental group retained all three types of knowledge significantly better than did the control group. 相似文献
8.
Sherran Clarence 《高等教育研究与发展》2017,36(5):920-933
Students’ ability to build knowledge, and transfer it within and between contexts is crucial to cumulative learning and to academic success. This has long been a concern of higher education research and practice. A central part of this concern for educators is creating the conditions that enable their students' deep learning, as this is an area of significant struggle for many students. Legitimation Code Theory, in particular the dimension of Semantics, is proving useful in examining the kinds of conditions that may be necessary for students to build disciplinary knowledge cumulatively over time. Using illustrative data from one case study, this paper suggests that the conceptual tools offered by Semantics can provide academic lecturers and academic development staff with a set of conceptual and analytical tools which can enable them to ‘see’ and understand the ways in which knowledge can be cumulatively acquired and used, as well as the possible gaps between what they are teaching and what their students may be learning. The hope is that these new insights will provide new directions for change in teaching and learning where these may be needed. 相似文献
9.
Paloma Díaz Ignacio Aedo Nuria Torra Pilar Miranda & María Martín 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(1):35-45
Computers seem to be an unquestionably useful tool to support the learning process, although positive students' and teachers' attitude towards the system is required to guarantee a successful introduction of new technologies in traditional classrooms. Training or exercises provide the students with the challenge of using their knowledge to solve concrete problems, so that they incite students to participate actively. Training can be adapted to different learning styles in order to strengthen student involvement. Moreover, tools to adapt the didactic material to several educational methods must be provided, in such a way that teachers consider the system a helpful tool rather than a substitute. Taking into account the foregoing, this paper describes a training system to create and use exercises in a hypermedia learning environment for hearing-impaired children called CESAR. 相似文献
10.
Daniel Churchill 《Interactive Learning Environments》2013,21(1):54-67
This article presents a set of recommendations for the design and learning uses of conceptual models. A conceptual model is a kind of learning object specifically designed to serve conceptual learning. The author discusses a particular conceptual model and its design and application in learning in the context of school geography fieldwork. The recommendations that follow were developed through engagement with teachers and students involved in designing and using the conceptual model. These recommendations include designs for observation, analytical use, experimentation, thinking, and reuse. These should prove especially useful for designers of educational multimedia and teachers involved in the planning of learning tasks where conceptual models are utilized. 相似文献
11.
Acquisition of conceptual knowledge is a central aim in science education. In this study we monitored an interdisciplinary
hypermedia assisted learning unit on hibernation and thermodynamics based on cooperative learning. We used concept mapping
for the assessment, applying a pre-test/post-test design. In our study, 106 9th graders cooperated by working in pairs (n = 53) for six lessons. As an interdisciplinary learning activity in such complex knowledge domains has to combine many different
aspects, we focused on long-term knowledge. Learners working cooperatively in dyads constructed computer-supported concept
maps which were analysed by specific software. The data analysis encompassed structural aspects of the knowledge corresponding
to a target reference map. After the learning unit, the results showed the acquisition of higher-order domain-specific knowledge
structures which indicates successful interdisciplinary learning through the hypermedia learning environment. The benefit
of using a computer-assisted concept mapping assessment for research in science education, and in science classrooms is considered. 相似文献
12.
Dennis C. Frezzo John T. Behrens Robert J. Mislevy 《Journal of Science Education and Technology》2010,19(2):105-114
Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment alone. It requires a conceptual framework for the knowledge, skills, and ways of thinking that are meant to be developed, in order to design activities that target these capabilities. The challenges of using simulation environments effectively are especially daunting in dispersed social systems. This article describes how these challenges were addressed in the context of the Cisco Networking Academies with a simulation tool for computer networks called Packet Tracer. The focus is on a conceptual support framework for instructors in over 9,000 institutions around the world for using Packet Tracer in instruction and assessment, by learning to create problem-solving scenarios that are at once tuned to the local needs of their students and consistent with the epistemic frame of “thinking like a network engineer.” We describe a layered framework of tools and interfaces above the network simulator that supports the use of Packet Tracer in the distributed community of instructors and students. 相似文献
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14.
Jasmine Y. Ma 《学习科学杂志》2016,25(3):335-371
This article explores an alternative strategy for designing hybrid instructional environments. Rather than bridging home or community funds of knowledge with school learning, I propose designing disruptions to typical school practices to invite students to recruit out-of-school resources meaningful and sensible to them in order to grapple with school-valued concepts. I examine this design strategy first conceptually, then through a case called walking scale geometry, designed to disrupt the scale of typical classroom geometry. This major disruption has 4 interrelated consequences in that students must invent new tools and strategies for constructing geometry figures, spaces of activity and learning shift, students are positioned with new visual perspectives, and the division of labor is redistributed. I analyze how these 4 consequences played out in an episode of walking scale geometry, in relation to the deployment of student-recruited resources and conceptual agency, then comment on some implications for designing disruptions and hybrid learning settings. 相似文献
15.
The relationship between the different mediational means for supporting students’ learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin’s conceptualisation of learning processes. Findings show that digital tools, task design, peer collaboration, and teacher’s interventions dialectically interplay to shape how learners use mediational means: (1) digital tools are the resources that enable students to explicate their (mis)understandings; (2) compare-and-contrast tasks promote analytical thinking; (3) peers present themselves as resources who promote development of conceptual understanding; (4) the teacher guides learners’ attention towards the potential of the mediational resources, elicits, organises, and structures students’ knowledge. The dialectical interplay of these mediational means creates a system that supports and guides students’ learning. 相似文献
16.
Salvador Llinares Ana Isabel Roig 《International Journal of Science and Mathematics Education》2008,6(3):505-532
This study focussed on how secondary school students construct and use mathematical models as conceptual tools when solving
word problems. The participants were 511 secondary-school students who were in the final year of compulsory education (15–16
years old). Four levels of the development of constructing and using mathematical models were identified using a constant-comparative
methodology to analyse the student’s problem-solving processes. Identifying the general in the particular and using the particular
to endow the general with meaning were the key elements employed by students in the processes of construction and use of models
in the different situations. In addition, attention was paid to the difficulties that students had in using their mathematical
knowledge to solve these situations. Finally, implications are provided for drawing upon student’s use of mathematical models
as conceptual tools to support the development of mathematical competence from socio-cultural perspectives of learning. 相似文献
17.
《The Journal of educational research》2012,105(4):312-325
ABSTRACTRecently, conceptual change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the conceptual change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students’ conceptual change learning for a specific topic in biology, HIV/AIDS. The authors hypothesized that those with approach goals (mastery approach and performance approach) would demonstrate greater posttest conceptual change in their understanding of HIV/AIDS than those with avoidance goals. Participants were 206 undergraduates in introductory-level college biology courses. Participants were provided a 1,004-word HIV/AIDS text and were pre- and posttested on their conceptual knowledge of HIV/AIDS. Results of an analysis of covariance indicated that approach-oriented students demonstrated greater conceptual HIV/AIDS change at posttest than avoidance-oriented students. Results are discussed in light of the warming trend and achievement goal theory. 相似文献
18.
Robert A. Lonning 《科学教学研究杂志》1993,30(9):1087-1101
This study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student–student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low-ability 10th-grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher-assigned small groups on in-class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre- and posttreatment administrations of an investigator-designed short-answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator-designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More research is needed to identify the specific variables mediating the effects of cooperative learning strategies on conceptual change learning. The methods employed in this study may provide some of the tools for this research. 相似文献
19.
Iiris Attorps Eva Kellner 《International Journal of Science and Mathematics Education》2017,15(2):313-330
The aim of this article is to describe a design and implementation of a school–university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical tools when planning, implementing, and reflecting on lessons and pupil learning. By using pre- and post-tests, the teachers acquired knowledge about pupil subject-specific knowledge and learning. Some examples are given on how the tools in the project influenced the teaching practices and pupil learning. This research design brought together university and school practitioners to work collaboratively in a professional learning community, which developed teaching and learning in biology and mathematics. 相似文献
20.
The current study investigated the extent to which executive functions (EF) affect how prior knowledge predicts hypermedia learning outcomes in primary school children. Learning outcomes were: individual knowledge and transfer, and dyadic assignment quality. Eighty-seven same-sex dyads participated in a hypermedia WebQuest assignment about the heart and living a healthy lifestyle. EF measures were action control and attention control. Dyadic analyses were performed using actor-partner interdependence models with dyads distinguished by EF. Analyses showed that one's own pre-test predicted one's own and partner's post-test for both higher and lower EF dyad members. Furthermore, for dyad members with relative higher EF only, their own and partner's pre-test predicted transfer. Finally, the lower action control dyad member's pre-test and the higher attention control dyad member's pre-test predicted assignment quality. These results show the importance of EF and prior knowledge for deeper conceptual understanding in a collaborative learning setting. 相似文献