Knowledge organization, hyperdocuments construction and Earth sciences teaching

dc.creator	Edith Bolacha
dc.creator	Filomena Amador
dc.date	2003-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:33:01Z
dc.date.available	2015-08-12T11:33:01Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/80c9871373fc4418baa4bc54a162107f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31225
dc.description	This paper was motivated by the strong need of preparing instructional materials in electronic support (CD-Rom and others) or its diffusion through information nets (internet), as well by the scarcity of research studies, under a constructivist view, in the area of Earth sciences. We tried to investigate whether there is a relationship between the type of hypertextual organization of information and the resulting type of learning and/or reasoning, attempting to understand which are the best solutions in terms of hypermedia documents construction. In order to support theoretically our study we used the theories of meaningful learning and cognitive flexibility. Two hyperdocuments, constructed with similar contents but different organization (hierarchically and in network) were applied to a sample of 31 students (14 5o 16 years). In the construction of the hyperdocuments studies by Chi et al. on conceptual change were also taken into account. Research findings suggest that hierarchical hypertextual structure seems to favor subordinate and superordinate meaningful learning associated to descriptive and classificative reasonings. However, the network hipertextual structure, while favoring cognitive flexibility, might stimulate progressive differentiation and integrative reconciliation promoting combinatorial learning associated to interpretive and explicative reasonings.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Federal do Rio Grande do Sul
dc.relation	http://www.if.ufrgs.br/ienci/artigos/Artigo_ID96/v8_n1_a2003.pdf
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 8, Iss 1, Pp 31-52 (2003)
dc.subject	hipertextual structure
dc.subject	Earth sciences
dc.subject	meaningful learning
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	Knowledge organization, hyperdocuments construction and Earth sciences teaching
dc.type	article