Informing public’s scientific literacy via the World Wide Web is increasingly emerging. As such, this paper provides insights on a hybrid learning model for multimedia design conceptualized from the Piagetian science learning cycle model and the Kolb’s experiential learning cycle model. This hybrid learning model represents learning as a cognitive process and is intended to address both conceptual understanding and learning styles inclinations. The inquiry-based pupil-centred science learning cycle represents an inductive application of information processing models of teaching and learning. Indeed, results from cognitive studies have revealed that the model that is closest to the way we learn is that of the science learning cycle. For the experiential learning cycle model, the central idea is that learning requires both a grasp or figurative representation of experiences and some transformation of that representation. Research studies on multimedia design have found this experiential learning cycle model to be a useful framework for organizing interactive multimedia activities to address learning styles. Global warming as an example is used to illustrate the application of this hybrid learning model to develop an e-learning product to enhance public’s scientific literacy. Instructional storyboarding is provided to illustrate some of the processes elicited such as thinking skills, self- questioning as well as the science of instruction in multimedia learning design principles.

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Public Communication of Science and Technology

 

Using hybrid learning model to ehance public’s scientific literacy

Mun Fie Tsoi   National Institute of Education, Nanyang Technological University, Singapore

Ngoh Khang Goh   National Institute of Education, Nanyang Technological University, Singapore

Lian Sai Chia   National Institute of Education, Nanyang Technological University, Singapore

Informing public’s scientific literacy via the World Wide Web is increasingly emerging. As such, this paper provides insights on a hybrid learning model for multimedia design conceptualized from the Piagetian science learning cycle model and the Kolb’s experiential learning cycle model. This hybrid learning model represents learning as a cognitive process and is intended to address both conceptual understanding and learning styles inclinations. The inquiry-based pupil-centred science learning cycle represents an inductive application of information processing models of teaching and learning. Indeed, results from cognitive studies have revealed that the model that is closest to the way we learn is that of the science learning cycle. For the experiential learning cycle model, the central idea is that learning requires both a grasp or figurative representation of experiences and some transformation of that representation. Research studies on multimedia design have found this experiential learning cycle model to be a useful framework for organizing interactive multimedia activities to address learning styles. Global warming as an example is used to illustrate the application of this hybrid learning model to develop an e-learning product to enhance public’s scientific literacy. Instructional storyboarding is provided to illustrate some of the processes elicited such as thinking skills, self- questioning as well as the science of instruction in multimedia learning design principles.

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