DESIGNING INTERACTIONS AT THE INTERFACE FOR WEB-BASED METACOGNITIVE LEARNING: BASIC ELECTRIC CIRCUITS

摘要

This paper describes how learning interactions at the interface were designed to induce metacognition for conceptual change in a web-based learning system on Basic Electric Circuits. The concept-building model, which ascribed interactive multimedia to cognitive processes, was built upon the knowledge framework as a basis to design students' interactions at the interface. Cognitive processes were systematically activated over increasing levels of cognition and matched with learning activities of increasing complexity. Learning Interactions at the interface were determined from the design of the interactive content. Three types of teaching materials organized into basic, operational and conceptual knowledge when transformed into interactive content, formed the knowledge framework on the world wide web. The concept-building model of hierarchical cognition supported by the learning conversation between the system tutor and the student learner, was employed as the learning strategy in the web-based system. The three levels of cognition were associated to the interactive knowledge content with the learning interactions. A study on students' concepts through this web-based learning was conducted to investigate any change in students' concepts. Results of the study showed that this web-based learning system promotes true conception in Basic Electric Circuits.