CAREER: Designing Hypertext Materials for the Science Classroom: Understanding Students' Changing Cognitive Representations

我的研究和教学计划是面向设计和实施在线科学资源，帮助学生学习科学，并为教师提供专业发展活动。我的计划整合了一种跨学科的方法来设计和使用科学课堂中的超文本资源，评估学生在使用这些材料时的学习认知需求，以及教师的相关专业发展倡议。我的研究计划的目的是：(1)设计、实施和评估科学课堂的超文本材料。这些材料将侧重于帮助学生理解原理和概念之间的相互关系，以便他们将科学作为一个完整的知识体系来学习，而不是作为一组孤立的事实。为了有效地运用和研究科学，学生需要了解许多相互关系。例如，在理解行星时，物理学与化学、天文学和地质学相结合，而在理解渗透作用时，生物学与化学相结合。(2)通过实证研究，了解学生在学习这些材料时认知表征的变化。这不仅有助于理解学生的学习，也有助于理解学生如何从超文本材料中学习，从而为更好的设计提供指导。我的教学计划有以下目标。(1)继续发展教学媒体与技术研究生课程。(2)将教师专业发展活动与研究材料的设计与实施相结合。(3)建立跨学科的学生团队，实现科技课堂的设计与整合。

My research and teaching plans are geared towards designing and implementing online science resources to help students learn science, and providing professional development activities for teachers. My plans integrate an interdisciplinary approach to designing and using hypertext resources in science classrooms, evaluating the cognitive demands of student learning while using such material, as well as associated professional development initiatives for teachers. The aims of my research plan are: (1) Design, implement and evaluate hypertext material for the science classroom. These materials will focus on helping students understand interrelationships between principles and concepts so that they learn science as an integrated body of knowledge, not as a set of isolated facts. There are numerous interrelationships that students need to understand in order to effectively use and do science. For example, in understanding planets, physics shades into chemistry, astronomy, and geology, and biology shades into chemistry, in understanding osmosis. (2) Through empirical studies, understand students' changing cognitive representations as they learn from these materials. This will help not only in understanding student learning but will also help understand how students learn from hypertext materials, thus providing guidelines for better design.My teaching plan has the following aims. (1) Continue developing the graduate program in Instructional Media and Technology. (2) Integrate professional development activities for teachers along with design and implementation of research materials. (3) Build an interdisciplinary team of students to enable the design and integration of technology in science classrooms.