Hypermedia and Science Education — The Case of Chemistry

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


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).


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.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Bent, H. A., The Second Law of Thermodynamics, Oxford University Press, 1965Google Scholar
  2. 2.
    Costa Pereira, D., Structure of Communication and the Learning of Chemistry, PhD dissertation, UEA, 1979Google Scholar
  3. 3.
    Costa Pereira, D., Da Problemática da Representação aos Modelos em Ciência, Revista Portuguesa de Educação, Vol.II, no3, 75–96, 1989.Google Scholar
  4. 4.
    Costa Pereira, D., Hipermedia no Ensino da Química, Actas do Encontro Computadores no Ensino da Física e da Química, Coimbra, 1990aGoogle Scholar
  5. 5.
    Costa Pereira, D., Hypermedia in Science Education, Proceedings of the East West Invitational Seminar on New Technologies and Education, Leningrad, USSR, 1990bGoogle Scholar
  6. 6.
    Costa Pereira, D., Lencastre, Leonor, A Compreensão de Textos como Construção de Modelos Mentais, Análise Psicológica, 1, VIII, 61–70, 1990cGoogle Scholar
  7. 7.
    Costa Pereira, D., Lencastre, Leonor, Guedes Vaz, J. C., Educational Aspects in the Use and Design of Hypertext Documents, Proceedings of EURIT The European Conference on Technology and Education, Herning, Denmark, 1990dGoogle Scholar
  8. 8.
    Costa Pereira, D., Consequências da Distribuição Aleatória da Energia, Boletim da SPQ, 39, (Série II) 31–35, 1990eGoogle Scholar
  9. 9.
    Dagognet, F., Tableaux et Languages de la Chimie, Éditions du Seuil, Paris, 1969Google Scholar
  10. 10.
    Gagné, R., The Conditions of Learning, New York: Holt Rinehart and Winston, 1965Google Scholar
  11. 11.
    Gleick J., Chaos: Making a New Science, New York, 1989Google Scholar
  12. 12.
    Gomes A., Oliveira A., Costa Pereira, D., O HyperCard e o Ensino Assistido por Computador, Personal Computer World, 29, 3, 86–92, 1989Google Scholar
  13. 13.
    Harré, R., The Philosophies of Science, Oxford University Press, 1984Google Scholar
  14. 14.
    Ingwersen, P., Cognitive analysis and the role of the intermediary in information retrieval, in Davies, R. (Ed), Intelligent Information Systems; Progress and Prospects, Chichester, UK: Ellis Horwood, 1986Google Scholar
  15. 15.
    Kuhn, T. S., The Structure of Scientific Revolutions, Chicago: University of Chicago Press, 1970Google Scholar
  16. 16.
    McAleese, Hypertexte: Theory into pratice, Aberdeen, 1989Google Scholar
  17. 17.
    Oliveira, A., Costa Pereira, D., Psychopedagogic Aspects of Hypermedia Courseware, in Jonassen, D., Mandl, H., Designing Hypertext for Learning, Ch. 14, 251–262, NATO ASI series; Series F: Computer and Systems Sciences, vol. 67, Springer-Verlag, New Iorque, 1990CrossRefGoogle Scholar
  18. 18.
    Prigogine, I., Stengers, I., La Nouvelle Alliance, Paris, 1986Google Scholar
  19. 19.
    Tom, R., Parabole e Catatrofi, Il Saggiatore, Milano, 1985Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 1992

Authors and Affiliations

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

Personalised recommendations