چکیده (انگلیسی):

The purpose of this study was to examine the impact of a problem-based hypermedia learning environment on sixth graders' performance and attitudes. We were interested in finding the ways hypermedia technology could be used as cognitive tools to share the responsibilities of teachers to provide necessary scaffolding to support students' learning in a problem-based learning (PBL) environment. Of particular interest to this study was to understand if non-gifted students could succeed in a PBL environment where scaffolding was provided through technology in addition to that from a teacher. Since this environment was multimedia rich and game like, we also wanted to find out if girls would perform as well as boys. Both quantitative and qualitative data were used. The findings have shown that the enriched presentation of the knowledge base and the more effective delivery of cognitive tools through hypermedia technology have provided needed scaffolding to all students in the 6th grade classrooms. As a result, not only students in gifted education but also students in regular education performed well in this technology enhanced PBL environment. In addition, students, who speak English as a second language or have some learning disability, also benefited from using it. The amount of gain in students' science knowledge and problem-solving skills was related to their prior knowledge level. This study has also indicated that due to a large amount of reading involved, slow readers found this PBL environment challenging. More support, via technology or teachers, is needed for these students. To our encouragement, and contrary to the recent computer attitude and gender research, no gender difference was found in the performance, nor in the attitudes among the students in this study. Girls performed equally well and had positive attitudes toward the PBL environment and learning science as a result of using it.