PATTERNS OF UNDERSTANDING WITH OPEN-ENDED LEARNING ENVIRONMENTS - A QUALITATIVE STUDY

This study examined patterns of scientific understanding using an open -ended learning environment (OELE). Four seventh-graders were drawn fr om a general science class and were studied as separate cases. The OEL E was the ErgoMotion program on mechanical physics, which combines com puter-generated graphics, computer simulations, video, and print-based materials. Primary data collection techniques included think-aloud pr otocols and interviews. The results indicated that learners perceived information from the system, derived interpretations to explain observ ations, and used system features to test interpretations. Learners als o, however, tended to perceive and interpret information inaccurately. While learners built and formalized scientific theories, they often f ailed to use system data to evaluate the limitations of their understa nding. In some cases, they assimilated new data into existing theories , ignored inconsistent data, or derived independent theories to accoun t for contradictory evidence. This study indicated that powerful intui tive theories, which are highly resistant to change, influence the int erpretation of system events.