Hypertext organized as conceptual maps or text: a comparative study in chemical education
Abstract
A literatura aponta que hipertextos com conteúdo organizado na forma de mapas conceituais (MCs) podem potencializar o processo de ensino e aprendizagem. Entretanto, considerando pressupostos teóricos cognitivistas, a possibilidade de desorientação deve ser investigada para garantir a mais alta eficiência instrucional. Com metodologia quantitativa e design do tipo pré-pós-testes, alunos universitários (n = 22) estudaram o tema “espontaneidade das transformações químicas” em um hipertexto linear/textual ou na forma de MCs. O objetivo foi avaliar o efeito do formato do hipertexto na aquisição de conhecimento, esforço mental, desorientação e usabilidade do sistema. Os resultados indicam que o hipertexto na forma de MCs favorece o ganho de conhecimento (processamento generativo) sem um aumento significativo do esforço mental (carga intrínseca) ou percepção de desorientação (carga extrínseca) pelos alunos. Isso implica maior eficiência instrucional deste hipertexto quando comparado aquele na forma de texto linear. Limitações da pesquisa e implicações educacionais são brevemente discutidas.Literaturhinweise
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