Abstract
The study examines cognitive support for science learning in a computerized environment. The research was carried out with junior high school students, who used a problem-solving computerized environment in science. For this purpose, four support components were identified - structural, reflection, subjectmatter, and enrichment components. These components were used to construct four computerized cognitive support models based on human teaching. The effects of these support models on achievement, on cognitive and meta-cognitive skills, and on reflective behavior are compared to one another and to a control group. The results led to the construction of a theoretical-functional "Bridge Model". The model elucidates the functions of the structural, reflective and subject-matter components upon the cognitive system, and offers an explanation of the research findings. The study and its main results are presented, as well as a theoretical description of the Bridge Model.
| Original language | English |
|---|---|
| Title of host publication | Handbook of Research on New Media Literacy at the K-12 Level |
| Subtitle of host publication | Issues and Challenges |
| Publisher | IGI Global |
| Pages | 216-242 |
| Number of pages | 27 |
| Volume | 1 |
| ISBN (Print) | 9781605661209 |
| DOIs | |
| State | Published - 2009 |