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Hypermedia and Science Education — The Case of Chemistry

  • Duarte Costa Pereira
Conference paper
Part of the NATO ASI Series book series (volume 92)

Abstract

Hypertext is recommended in the educational literature for support of subject matters where different opinions and interpretations may exist (Costa Pereira et al., 1990d). Apparently the robustness of the science paradigm excludes the scientific subjects from this type of support. This is anyway only apparent because the existence of an overwhelming paradigm doesn’t mean that the scientific discourse is unified. Apart from the universal pedagogic existence of the division theme/rheme (Gomes & Costa Pereira, 1991), theme referring to the topic itself and rheme to its explanation, it is important to understand that science has not even a unified thematic discourse but, on the contrary, has different discourses where not only the referents, but also the rules change dramatically. This comes not only from the occasional use of models (analogical and sometimes even pictorial representations (Costa Pereira, 1989 and 1990c)), from the use of specific sign systems (as the symbols and equations in chemistry (Gomes et al., 1989)) but also, and above all, because the epistemologic foundations of most established sciences are, in fact, hybrid. For instance, physics (Harré, 1984) adopts in part the Aristotelian views of substance and also the more modern view of action at a distance and the notion of field which are difficult to make compatible. On the other hand, since the eighteenth century all sciences have evolved, thanks to their reductionism and mechanicism, but nowadays, with the advent of chaos theory (Gleick, 1989) through non-linearity, it is necessary to live also with these ideas. This has important consequences, as for instance, the geometry implied by the latter is very different from the conventional euclidean geometry as it is based on the notions of self-similarity and recursion (fractal geometry).

Keywords

Science Education Transition State Theory Intelligent Tutoring System Chemical Description Science Paradigm 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer-Verlag Berlin Heidelberg 1992

Authors and Affiliations

  • Duarte Costa Pereira
    • 1
  1. 1.University of PortoPortugal

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