The Tension Between HyperText Environments and Science Learning

Computer technology has afforded opportunities to design science curriculum experiences that capitalize on hypertext environments. Though these settings may provide students with flexibility as they explore science the question remains, does science inherently favor sequential approaches to curriculum? This paper addresses the tension this creates using as an example an action research study of a high school acid-base chemistry unit. Editor's note: Due to the nature of the embedded graphics and formatting of this article, it has been saved as both a PDF file (above) and also a MS Word file. To download the MS Word version, click here