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

该项目基于最近基于案例学习的认知理论，利用超媒体学习系统研究生物学中重要但困难的科学知识的学习（Spiro, Feltovich, Coulson, & Anderson, 1988; Spiro & Jehng, 1990）。这种构建超文本和超媒体系统的方法提供了一个多维和非线性的学习环境，明确地展示了教学内容中关键的概念相互关系。该系统已在许多不同领域进行了测试，例如生物医学和军事战略（Spiro et al., 1988）。在使用这种类型的超文本系统的受控实验环境中，也有令人鼓舞的知识转移发现（Jacobson & Spiro, 1991）。提出的研究代表了这种基于理论构建超媒体学习技术的方法在生物学课堂环境中的首次应用。科学家将验证生物学内容的准确性和时效性，实践中的生物教师将探索如何将这些超媒体系统最好地整合到现实世界的课堂环境中。这些新的教学系统将在公立高中的生物和生命科学课程中进行测试，学生范围广泛，从学术上有天赋的学生到由低收入、少数民族或学习成绩差的学生组成的弱势群体。这些超媒体学习系统旨在帮助这些不同类型的学生学习困难的生物学概念，并能够以新的方式和新的情况下使用他们获得的知识。这个大学与学校合作的研究项目将探讨与生物知识的获取和转移、认知学习理论、超媒体教学设计以及将超媒体学习系统整合到整个学校科学学习环境有关的一系列问题。

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.