Learning and Applying Difficult Science Knowledge: School- Based Research into the Application of Hypermedia Learning Environments

科学难知识的学习与应用：超媒体学习环境应用的校本研究

• 批准号: 9253157
• 负责人: Michael Jacobson
• 金额: $ 68.97万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-09-01 至 1996-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9253157&HistoricalAwards=false
• 关键词: Learning; Applying; Difficult; Science; Knowledge

This project investigates the learning of important but difficult scientific knowledge in biology using hypermedia learning systems based on a recent cognitive theory of case- based learning (Spiro, Feltovich, Coulson, & Anderson, 1988; Spiro & Jehng, 1990). This approach to structuring hypertext and hypermedia systems provides a multidimension and nonlinear learning environment that explicitly demonstrates critical conceptual interrelationships in the instructional content. The system has been tested in a number of different domains, such as biomedicine and military strategy (Spiro et al., 1988). There have also been promising findings of knowledge transfer in a controlled experimental setting using a hypertext system of this type (Jacobson & Spiro, 1991). The proposed research represents the first application in biology classroom settings of this theory-based approach to structuring hypermedia learning technologies. Scientists will validate the accuracy and currency of the biology content and practicing biology teachers will explore ways in which these hypermedia systems can be best integrated in real-world classroom settings. These new instructional systems will be tested in public high school biology and life sciences courses with a wide range of students spanning from academically talented to underserved populations comprised of low income, minority, or academically low performing students. These hypermedia learning systems are expected to help these different types of students both to learn difficult biology concepts and to be able to use their acquired knowledgen in new ways and in new situations. This collaborative university-school research project will explore a number of issues related to the acquisition and transfer of biological knoweledge, cognitive learning theory, hypermedia instructional design, and the integration of hypermedia learning systems into the overall school-based science learning environment.

这个项目调查了重要的学习， 使用超媒体学习生物学中的困难科学知识 学习系统基于最近的认知理论的情况下， 基于学习（斯皮罗，费尔托维奇，库尔森，安德森，1988年; Spiro Jehng，1990）。 这种结构化的方法 超文本和超媒体系统提供了一个多维 和非线性学习环境， 展示了关键的概念相互关系， 教学内容。 该系统已在一个 许多不同的领域，如生物医学和 军事战略（Spiro等人，1988年）。 还有 在知识转移方面取得了令人鼓舞的成果， 控制实验设置使用超文本系统， 这种类型（Jacobson Spiro，1991）。 这项研究是第一次应用于 生物课堂设置这种理论为基础的方法， 构建超媒体学习技术。 科学家 将验证生物学的准确性和通用性 内容和实践生物教师将探索方法， 这些超媒体系统可以最好地集成在 真实世界的教室设置。 这些新的教学 系统将在公立高中生物学和 生命科学课程，学生范围广泛， 从学术天才到服务不足的人群 包括低收入，少数民族，或学术水平低， 表演的学生 这些超媒体学习系统是 希望帮助这些不同类型的学生， 学习困难的生物学概念，并能够使用他们的 以新的方式和新的情况获得知识。 这 大学与学校合作的研究项目将 探讨与收购相关的一些问题， 生物知识迁移，认知学习 理论，超媒体教学设计，与 将超媒体学习系统融入到整个校本 科学的学习环境。