Volume 15, Number 1/2 1996
Use of Multimedia and Hypermedia Special IssuePreface
The Editors 5
When Dinosaurs Roamed: Hypermedia and the Learning of Mathematics and Science
Daniel P. Shepardson and Susan J. Britsch 7
Hypermedia in the Classroom Using Earth and Space Science CD ROMs
Paul E. Adams 19
The Effects of Hypermapping and Embedded Prompts onBiology Achievement and Completion Rate of Hypermedia Courseware
Gary J. Senn and Phillip B. Horton 35
A Computer-Assisted Instruction Uniton Diffusion and Osmosis with a Conceptual Change Design
Murray S. Jensen, Kimerly J. Wilcox, Jay T. Hatch, and CharlesSomdahl 49
Object-Process Analysis of a Hypertext Organic Chemistry Studyware
Dov Dori and Yehudit J. Dori 65
Teachers' Uses and Perceptions of Interactive Videodiscs inthe Science Classroom
James D. Lehman and Dianna Brickner 85
Teachers as Innovators: A Case Study of Implementing the Interactive Videodiscin a Middle School Science Program
M. Isabel Chagas and Gerald L. Abegg 103
The Casebook of Project Practices-An Example of an Interactive Multimedia Systemfor Professional Development
Joseph S. Krajcik, Elliot Soloway, Phyllis C. Blumenfeld, RonaldW. Marx, Barbara L. Ladewski, Nathan D. Bos, and Pamela J. Hayes119
Integrated Media Classrooom Cases inElementary Science Teacher Education
Sandra K. Abell, Katherine S. Cennamo, Maria A. Anderson, LynnA. Bryan, Lois M. Campbell, and J. William Hug 137
Using Multimedia in a Science Methods Course forPreservice Elementary Teacher Training
Joseph Peters and George O'Brien 153
Interactive Multimedia Learning Environments forTeacher Education Comparing and Contrasting Four Systems
Barbara G. Ladewski 173
PREFACE TO THE SPECIAL ISSUE
The Editors of the Journal of Computers in Mathematics andScience Teaching present this Special Issue as a vehicle forsharing ideas regarding the use of multimedia and hypermedia inthe teaching and learning of mathematics and science, as wellas in teacher education. The eleven articles in this Special Issuearticulate the actual and potential contributions of multimediaand hypermedia to the learning of mathematics and science, aswell as pose questions and identify issues concerning the pedagogicaluse of multimedia and hypermedia in mathematics and science teaching.
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When Dinosaurs Roamed: Hypermedia andthe Learning of Mathematics and Science
DANIEL P. SHEPARDSON
Science Education
School Mathematics and Science Center
Purdue University
West Lafayette, IN 47907-1442, USA
SUSAN J. BRITSCH
Literacy and Language Education
Department of Curriculum & Instruction
Purdue University
West Lafayette, IN 47907-1442, USA
This article first provides an overview of a Vygotskian perspectivefor learning from hypermedia. This is followed by a teaching-learningepisode using Microsoft Dinosaurs that suggests importantquestions concerning the use of hypermedia for mathematics andscience learning. The discussion then addresses the importanceof both the pedagogical method and the intellectual engagementof the learner in hypermedia environments. The article concludeswith a cautionary note about educational hypermedia products forthe classroom.
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Hypermedia in the Classroom UsingEarth and Space Science CD-ROMs
PAUL E. ADAMS
Department of Curriculum and Instruction
1442 LAEB, Purdue University
West Lafayette, IN 47907-1442, USA
Production of hypermedia CD-ROMs has greatly increased duringthe last five years. Many of these CD-ROMs have applications foruse in the K-16 classroom. CD-ROMs in the classroom have the potentialto enhance student learning, motivation, and metacognition. CD-ROMscan also help facilitate constructivist-based learning strategies.Commercial vendors, such as Marius Multimedia Ltd. and ExpertSoftware, and U.S. Government Agencies, such as the National Aeronauticsand Space Administration and the United States Geological Surveyare two possible sources for hypermedia CD-ROMs that are designedfor the classroom. Five such CD-ROMs, and ideas for use in theclassroom, are discussed in this article.
The Effects of Hypermapping and Embedded Prompts on BiologyAchievement and Completion Rate of Hypermedia Courseware
GARY J. SENN
Ruth Patrick Science Education Center
University of South Carolina at Aiken
171 University Parkway
Aiken, SC 29801, USA
PHILLIP B. HORTON
Science Education Department
Florida Institute of Technology
150 W University Blvd.
Melbourne, FL 32901, USA
Four randomly assigned groups of high school biology studentscompleted one of four versions of the hypermedia courseware, TheEcology and History of the Great Smoky Mountains National Park(Senn, 1992). The hypermapping version included maps of the system;the prompts version included embedded prompts or suggestions;the combined version included both hypermapping and prompts; thecontrol version included neither enhancement. Analysis of varianceof the posttest means failed to detect any statistically significantdifferences in achievement among the four groups but did detecta statistically significant difference among student ability levels.Analysis of variance of the completion rate means detected statisticallysignificant differences among the groups but no differences amongstudent ability levels. This study supports that hypermappingis a useful tool for the hypermedia environment and may enablelow ability students to improve their achievement relative tomedium ability students.
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A Computer-Assisted Instruction Uniton Diffusion and Osmosis with a Conceptual Change Design
MURRAY S. JENSEN, KIMERLY J. WILCOX, JAY T. HATCH, AND CHARLESSOMDAL
The General College
University of Minnesota
128 Pleasant Street SE
Minneapolis, MN 55455,USA
Using the conceptual change theory of learning and understandingas the theoretical framework, we developed a computer programdesigned to assist in the teaching of diffusion and osmosis inthe developmental college lecture classroom. The "OsmosisProgram" was designed to elicit and challenge students' commonmisconceptions about these topics and promote "teachablemoments"-circumstances under which students are stimulatedto create more accurate conceptions. The program was evaluatedin two different entry-level science courses. Results showed thatstudents in sections using the program performed better on a diffusionand osmosis assessment test than students in sections not usingthe program. The Osmosis Program was also evaluated in two differentuser modes, one writing intensive and the other without the writingcomponent but with increased use of discussion groups. Unexpectedly,results showed that students in the non-writing sections performedbetter on the assessment than students in the writing sections.An additional analysis showed no gender effects of the programin either course. Overall results support the use of the conceptualchange theory in guiding the development of programs designedto improve students' understanding of science.
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Object-Process Analysis of a HypertextOrganic Chemistry Studyware
DOV DORI AND YEHUDIT J. DORI
Faculty of Industrial Engineering and Management and Departmentof Education in Technology and Science
Technion, Israel Institute of Technology
Haifa 32000, Israel
Analysis and design of educational hypertext systems require theactive involvement of a development team, consisting of domainexperts, educators, and knowledge engineers. This work introducesan object-process approach to the analysis and design of a studywarein organic chemistry. Object-process diagrams are used to visualizethe relationships between objects and processes within the system.The student is modeled as an object, whose state is changed asa result of the teaching/learning process. The product of thestudyware development and authoring process-the hypertext organicchemistry module-is described, along with its development andimprovement process.
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Teachers' Uses and Perceptions ofInteractive Videodiscs in the Science Classroom
JAMES D. LEHMAN AND DIANNA BRICKNER
Department of Curriculum & Instruction
Purdue University, 1442 LAEB
West Lafayette, IN 47907-1442, USA
Technology offers considerable potential for addressing problemsin science education. One relatively new technology, which hasbeen shown to be effective in science education, is the interactivevideodisc (IVD). While research has supported the effectivenessof IVD, little is known about how teachers use and perceive thistechnology. This study, which was conducted as part of the evaluationof a teacher training program concerning the use of IVD technologyin science education, examined teachers' uses and perceptionsof interactive videodiscs in the science classroom. Project participantsincluded thirty-six teachers from elementary through secondarygrades. Evaluation data were collected from teacher reaction questionnaires,written follow-up surveys completed by the teachers, and studentperformance on content pre- and post-tests developed and administeredby the teachers. On average, participating teachers used interactivevideodiscs with students about 26 instructional days during theacademic year. Whole class demonstration methods were the mostcommon, but teachers indicated a desire to use more individualizedapproaches. Teachers' perceptions of interactive videodisc technologytended to be quite positive, and evidence of student achievementwas obtained. The major barriers to interactive videodisc usagereported by the participants were limited equipment availabilityand lack of time to develop and implement interactive videodiscbased lessons.
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Teachers as Innovators: A Case Studyof Implementing the Interactive Videodisc in a Middle School ScienceProgram
M. ISABEL CHAGAS
Departamento de Educação
Faculdade de Ciências da Universidade de Lisboa
Campo Grande, Edifício C1
1700 Lisboa Portugal
GERALD L. ABEGG
Science Education
Boston University, 605 Commonwealth Avenue
Boston, MA 02215, USA
This study examined the effects of introducing the interactivevideodisc (IVD) to two middle school science teachers and theirrespective classrooms. The teachers were trained by a colleagueand their classrooms were observed before, during and after theintroduction of the IVD. The two experienced teachers who werenovices with the IVD approached the implementation differently,underestimated the time required to introduce the innovation,and observed changes in their classrooms during the use of theIVD. Neither of them anticipated the level of independence thestudents developed as they worked in groups with the IVD activities.
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The Casebook of Project Practices-An Example of an InteractiveMultimedia System for Professional Development
JOSEPH S. KRAJCIK
School of Education
University of Michigan
610 E. University, Ann Arbor, MI 48109, USA
ELLIOT SOLOWAY
College of Engineering
University of Michigan
1301 Beal, Ann Arbor, MI 48109, USA
PHYLLIS C. BLUMENFELD, RONALD W. MARX, BARBARA L. LADEWSKI, NATHAND. BOS, AND PAMELA J. HAYES
School of Education
University of Michigan
610 E. University, Ann Arbor, MI 48109, USA
We explore in this paper the development of a multimedia tool,the Casebook of Project Practices-CaPPs, designed to help teacherslearn a constructivist approach to science teaching-project-basedscience. The paper briefly describes project-based science andour work with teachers to help them transition to this innovation.We introduce the theoretical framework and present an in-depthdescription of CaPPs. Next, we describe how CaPPs is used withteachers and present a study using CaPPs in a teacher developmentinstitute. Implications drawn from this work concern the backgroundsteachers bring to the use of multimedia and how these backgroundsinfluence how they use the tool and what they learn from it. Wediscuss the importance of designing tasks to help teachers usemultimedia, and the need to carefully link text, video, and audioin the design of multimedia tools for teachers.
Integrated Media Classroom Cases in Elementary Science TeacherEducation
SANDRA K. ABELL, KATHERINE S. CENNAMO,
MARIA A. ANDERSON, AND LYNN A. BRYAN
Purdue University
West Lafayette, IN 47907, USA
LOIS M. CAMPBELL AND J. WILLIAM HUG
Department of Curriculum
The Pennsylvania State University, Chambers Building
University Park, PA 16802, USA
Interactive videodisc controlled via hypermedia (integrated media)has the potential to create a virtual world in which novice teacherscan experience and reflect upon problems of practice. Using thismedium, we have developed a set of classroom cases of teachingelementary science for conceptual change. The case materials arebeing used in elementary teacher preparation programs to providea "field experience" with exemplary science teachers.In this article we describe several vignettes from our sciencemethods courses in action. These stories demonstrate the powerof the case materials to illustrate teaching strategies and facilitatereflection upon and discussion about issues of science teachingand learning. The integrated media cases are providing opportunitiesfor preservice teachers to construct and refine their personaltheories of science teaching in a meaningful context.
Using Multimedia in a Science Methods Course for PreserviceElementary Teacher Training
JOSEPH PETERS
College of Education, University of West Florida
1100 University Parkway
Pensacola, FL 32514, USA
GEORGE O'BRIEN
Florida International University
DM 284 Elementary Education University Park Campus
MIami, FL 33199, USA
This study focuses on small group development of multimedia stacksand is in keeping with the cultural constructivist philosophyof collaborative learning environments. Subjects include preserviceeducators from 13 sections of science methods courses. Instructorsprovide the assignment of developing a multimedia stack for usewith children and facilitating the student-production teams.
Student self-reports, instructor observations, and field-testingof the final product provide data on the effectiveness of themultimedia experience. Findings suggest a consistent tendencyfor students to go from an early state of apprehensiveness toa definitive discovery of the educational possibilities of multimediaas an instructional method. This suggests that multimedia canbe used effectively in preservice teacher education as a vehiclein content and methodology instruction.
Interactive Multimedia Learning Environments for Teacher Education:Comparing and Contrasting Four Systems
BARBARA G. LADEWSKI
College of Education, University of Michigan
610 E. University
Ann Arbor, MI 48109, USA
Exploring possible applications of interactive multimedia-an innovativetechnology that combines the non-linear linking capabilities ofhypertext with the ability to manipulate various audio, video,graphical, and textual media-has become an increasingly importantarea of educational research and development over the past fiveyears. Although research and development in the area of interactivemultimedia includes explorations of applications for K-12, forhigher education, and for teacher education contexts, this reviewwill focus exclusively on research exploring the use of interactivemultimedia for teacher education. Interactive multimedia is referredto in the literature by a variety of other terms, such as multimedia,interactive video, integrated media, or hypermedia; in this reviewwe will use the terms interactive multimedia or multimedia, unlessquoting from the work of a particular research group that usesa different term.
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