Student Management of Web-Based Hypermedia Resources During Open-Ended Problem Solving

Abstract

Abstract Twelve middle school students' use of computer tools to manage and manipulate Internet-based hypermedia resources was investigated. Tools were proposed to support higher order thinking about hypermedia resources to help students find, frame, and resolve open-ended science problems. Tools alone were insufficient to help students manage hypermedia information for solving open-ended problems. Students more frequently applied lower order tool functions (e.g., information collection) than higher order tool functions (e.g., reasoning). Students typically resolved problems with original solutions, but tools were used infrequently to develop evidence-based arguments justifying new ideas. Computer tools alone may be insufficient to help students manage extensive hypermedia resources. Together with additional support structures, however, tool potential may be realized. Key Words: cognitive toolsconstructivismhypermediaqualitative researchscience education