Hypermedia in Science and Mathematics: Applications in Teacher Education, Problem Solving and Student Testing

Abstract

A review of selected hypermedia applications in teacher education, problem solving, and student testing is presented. In science teacher education, hypermedia provides opportunities for preservice teachers to gain an indepth view of classroom episodes, analyze models of instruction such as discovery learning, and contrast effective and ineffective instructional strategies. Reported outcomes include significant differences in student-centered instruction, mostly in favor of the video groups among student teachers, and in favor of the baseline groups among practicum students. Also, significant improvements were reported for student teachers over practicum students in most paired observation ratings. In mathematics problem solving, hypermedia provides an environment for anchoring instruction in video-based macrocontexts for students to gain control over the problem situation, and helps to improve student ability to solve complex problems. In student testing, the role of the hypermedia is only emerging. The hypermedia seems to provide a convenient tool for developing and administering science tests with outcomes such as increased achievement levels, correctness, number of attempts, and time-on-task. More research is needed before establishing hypermedia as a viable tool for testing in science.

The Mathematics and Science Integration Argument: A Stand for Teacher Education

“…Learning situated in such enriched (macro) contexts often lead to meaningful learning experiences. Carefully designed interactive videos are suitable for creating real-life contexts for problem-based learning in mathematics integrated with science (Kumar and Sherwood, 1997).…”

A Research Synthesis of the Literature on Multimedia Anchored Instruction in Preservice Teacher Education

“…In teacher education, the intent is to ease the transition from preservice teacher to successful induction. MAI has been used to deliver content in both general education and special education teacher education (Blackhurst & Morse, 1996;Kumar & Sherwood, 1997;Langone, Malone, Stecker, & Greene, 1998;Welch & Brownell, 2002). In light of the proliferation of technology in teacher education and the widespread use of video as an instructional medium, a synthesis of the literature on MAI to summarize findings, discuss implications for future research, and develop recommendations for current practice would be useful.…”

Effects of Hypermedia-Infused Professional Development on Attitudes Toward Teaching Science

“…Hypermedia provides a way to organize, manage, and represent information in a variety of methods using different sources of information (Kumar & Sherwood, 1997). There has recently been an increase in the integration of hypermedia applications into the teaching and learning environment (Grabowski & Small, 1997).…”

“…A second benefit of hypermedia applications is they address many of the attributes that foster meaningful learning (Jonassen, 2000). Hypermedia applications provide environments for interacting with and developing meaningful contexts for teaching and learning (Kumar & Sherwood, 1997). They are engaging to the learner (Jonassen, 1989), allow for active learner participation (Landow, 1992;Shyu & Brown, 1995), involve complex, contextual situations (Jonassen, 1989), and promote reflection (Hede, 2002).…”