Navigation in hypermedia learning systems: Experts vs. novices

With the advancement of Web technology, hypermedia learning systems are becoming more widespread in educational settings. Hypermedia learning systems present course content with non-sequential formats, so students are required to develop learning paths by themselves. Yet, empirical evidence indicates that not all students can benefit from hypermedia learning. Research into individual differences suggests that prior knowledge has significant effects on student learning in hypermedia systems, with experts and novices showing different preferences to the use of hypermedia learning systems and requiring different levels of navigation support. It is therefore essential to develop a mechanism to help designers understand the needs of experts and novices. To address this issue, this paper presents a framework to illustrate the needs of students with different levels of prior knowledge by analyzing the findings of previous research. The overall aim of this framework is to integrate students’ prior knowledge into the design of hypermedia learning systems. Finally, implications for the design of hypermedia learning systems are discussed

Hypermedia learning and prior knowledge: Domain expertise vs. system expertise

Prior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortcoming, this paper presents a study that examines how domain expertise and system expertise influence students’ learning performance in, and perceptions of, a hypermedia system. The results indicate that participants with lower domain knowledge show a greater improvement in their learning performance than those with higher domain knowledge. Furthermore, those who enjoy using the Web more are likely to have positive perceptions of non-linear interaction. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge are provided based on the results

Introducción a la genética en la enseñanza secundaria y bachillerato : II. ¿Resolución de problemas o realización de ejercicios?

In this paper we analize the level of knowledge students have at different educational levels (15-18 years), about some basic concepts related to genetic inheritance. The strategies developed by students when solving, successfully, genetic problems have also been studied. The results show the difficulties in learning through problem-solving activities. Consequently, very often, their posings (even those of cause-effect approach) allow them to find the right solution by applying the correspondent algorithm. As a conclusion, some suggestions to change the students' position on genetic problems are presented

¿Se pueden enseñar contenidos procedimentales en las clases de ciencias?

The paper we present raises a central question: Can scientific processes be taught in science classes? To be able to answer this initial question some previous issues must first be considered: Are the learning of processes new in the teaching of Science? If both researchers and teachers do not conceptualize these ideas in the same way, what then should we understand by the learning of processes? How are these instructional contents being investigated at present? Beginning with the identification of research areas in this field, we attempt to answer further questions: - Are there different levels of complexity in a single process? - How could we use these ideas in the planning of instructional activities? To analyse some of these considerations we have used the contents Tabulated Data and Control of Variables

Alternativas a la enseñanza de la genética en Educación Secundaria

En este artículo se analizan algunas referencias importantes para la enseñanza de la genética en la ESO. Considerando que los estudiantes aprenden a partir de lo que ya saben, se examinan sus concepciones cuando inician sus contactos académicos con la herencia biológica, se aportan criterios para seleccionar y secuenciar los contenidos relacionados con la localización, la transmisión y los cambios de la herencia biológica y se analizan las características que podrían tener las actividades de enseñanza para favorecer el aprendizaje de los estudiantes.In this paper we analyse some important issues related with teaching Genetics in secondary school. Starting from the premise that students' learning is based on prior knowledge, we examine the students' ideas on the location, transmission and changes in biological inheritance, before starting their first academic course on Genetics. Taking into account such knowledge, we establish several criteria for selecting and sequencing the teaching contents and analyse any characteristics that the learning activities might have to improve students' knowledge of Genetics

Leo: Lagrange Elementary Optimization

Global optimization problems are frequently solved using the practical and efficient method of evolutionary sophistication. But as the original problem becomes more complex, so does its efficacy and expandability. Thus, the purpose of this research is to introduce the Lagrange Elementary Optimization (Leo) as an evolutionary method, which is self-adaptive inspired by the remarkable accuracy of vaccinations using the albumin quotient of human blood. They develop intelligent agents using their fitness function value after gene crossing. These genes direct the search agents during both exploration and exploitation. The main objective of the Leo algorithm is presented in this paper along with the inspiration and motivation for the concept. To demonstrate its precision, the proposed algorithm is validated against a variety of test functions, including 19 traditional benchmark functions and the CECC06 2019 test functions. The results of Leo for 19 classic benchmark test functions are evaluated against DA, PSO, and GA separately, and then two other recent algorithms such as FDO and LPB are also included in the evaluation. In addition, the Leo is tested by ten functions on CECC06 2019 with DA, WOA, SSA, FDO, LPB, and FOX algorithms distinctly. The cumulative outcomes demonstrate Leo's capacity to increase the starting population and move toward the global optimum. Different standard measurements are used to verify and prove the stability of Leo in both the exploration and exploitation phases. Moreover, Statistical analysis supports the findings results of the proposed research. Finally, novel applications in the real world are introduced to demonstrate the practicality of Leo.Comment: 28 page

Examining the use of computer simulations to promote learning of electrochemistry among college students

When computer simulations are popular in helping students understand chemistry in today\u27s classrooms, it is important to realize how instructional use of computer simulations affects students\u27 understanding of science. This dissertation centers around the impact of the use of computer simulations on college students\u27 learning. Chapter 1 generally addresses the background and the significance of the research topics. Chapter 2 reviews the literature from research that studied the factors that affect the use of computer simulations in helping students learn science. Learners were found to understand science theories better with descriptions and explanations presented in both verbal and visual formats than in verbal format alone. An individual\u27s prior knowledge and learning strategies have also been found to have an impact on her/his response to computer simulations and therefore affect the potential value of computer simulations. Chapter 3 reveals the impact of the use of computer simulations on students\u27 understanding of electrochemistry principles. The results confirm findings in earlier studies that college students seemed to be able to build mental models of chemical reactions from formula and equations with or without the help of computer simulations. The study in Chapter 3 indicates that it is likely that the design of the learning activities rather than the use of technology actually had an impact on students learning. Chapter 4 provides insights into how the use of simulations affected the communication between group members and how individuals with different levels of prior knowledge responded to computer programs and interacted with peers. Although prior knowledge was not found to interact with the use of computer simulations in affecting students\u27 understanding, the findings in Chapter 4 show that prior knowledge seemed to affect the ways that students solved problems and the ways they interacted with the computer simulations.;Taken together, these three studies in this dissertation suggest continuing research needs to be done in identifying and resolving issues when individual differences are considered. In addition, it is important that the design of learning activities be given a higher level of priority than the use of instructional technology when employing computer simulations in the classrooms

Clinical Laboratory Science University Faculty Learning Types and the Use of Information Technology in the Classroom.

This study was designed to explore the status of learning types of clinical laboratory science university faculty and their use of information technology in the classroom. Traditionally clinical laboratory science education has been lecture and lab sessions. However, with the advent of the information age, professors are moving from the role of lecturer to facilitator. Some professors are in tune with the new information tools while others are not interested at all. This research had a two-fold purpose: (1) to explore who was using technology in the classroom and identify what they were using, and (2) to search for a possible relationship between a professor\u27s learning type and the use of information technology in the classroom. To meet these ends, the researcher chose to conduct a national survey of university-based clinical laboratory science professors. A national list of faculty was compiled and a random sample was chosen. This study employed a commercial learning type tool (McCarthy\u27s Learning Type Measure) and a self-designed information technology use instrument. Data received from the survey were analyzed using the statistical package SPSS. Descriptive statistics were performed using the demographic variables, learning types, and information technology use scores. Two one-way analysis of variance were performed, one with the technology scores and the highest preferred learning type quadrant and one with the technology scores and the lowest preferred learning type quadrant. A significant difference was found between the technology scores and the highest preferred learning type quadrant. A Tukey\u27s analysis indicated a significant difference between the use of information technology for quadrant three learners and quadrant two learners. A multiple linear regression was run with the technology score as the dependent variable and the learning type quadrant and demographics as the independent variables. Seventeen percent of variance in the technology scores was explained by the independent variables which were loaded into the regression equation. This research indicated that there was a relationship between the respondent professors\u27 learning type and their use of information technology in the classroom. Although this cannot be generalized to the population, the researcher would recommend this topic for further study