|M.Sc Student||Mara'e Haj Nareman|
|Subject||Learning Complex Technological Subjects in Hypermedia-Based|
|Department||Department of Education in Science and Technology||Supervisor||Professor Shlomo Waks|
|Full Thesis text - in Hebrew|
The current research focuses on learning "technological systems", as an example of a complex topic. It involves many structural, behavioral and functional aspects inherent within most technological systems, studied by secondary school pupils, in the framework of the science-technology curriculum in Israel.
One objective of the research is to examine the acquisition of technological knowledge in the context of "technological systems" in hypermedia-based environment, while distinguishing among three basic types of knowledge: conceptual knowledge, procedural knowledge and schematic knowledge. This distinction is meaningful because of its significant implication on the learning process. Another objective of the research is to characterize self-regulated learning strategies of a secondary school pupil while learning in a hypermedia-based environment.
The research questions derived from previous objectives are:
1. To what extent do secondary school pupils acquire different types of technological knowledge in hypermedia-based learning?
2. Which self-regulated learning strategies do secondary school pupils use while learning complex technological subjects in hypermedia-based learning?
The Learning occurred in a hypermedia-based site that was established in Arabic language especially for this research because of the lack in such environments suitable for Arab pupils. The classes participating in the research included 61 pupils from 8th grade in two schools that had similar characteristics regarding aspects such as pupils' background, socio-economy status and achievements.
The research combined quantitative (achievement tests, attitudes questionnaire) and qualitative (semi-structured observations) research methodologies.
The findings of the research indicate that most pupils have not used effective strategies of self-regulated learning, since they did not possess the required cognitive and meta- cognitive capabilities for self-regulating their learning in hypermedia-based environment. The difficulties in self-regulated learning had hindered the acquisition of technological knowledge and resulted in insufficient achievements. Distinction between knowledge types seemed to be essential because acquiring a specific knowledge type requires fostering specific strategies of self-regulated learning. Pupils' attitudes towards technology were neutral at the beginning and nearly not changed after learning in hypermedia-based environment.
The current research has detailed the behaviors that pupils have developed while learning in a hypermedia-based environment. This form an expansion of exist SRL models were used by different researchers. It also expands the findings of previous studies that focused on the factors affecting learning outcomes in hypermedia-based environment. As well as, it identifies problems and difficulties related to the learning process of pupils in secondary school in hypermedia-based learning that result from the features of hypermedia and also from the nature of technological subjects.