The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge

A central premise of this article is that hypermedia tools may be developed for case and problem-centered learning in order to achieve significant lea rning outcomes such as deep conceptual understanding, conceptual change, an d knowledge transfer. An approach for developing hypermedia case and proble m-centered knowledge resources is proposed-the knowledge mediator framework (KMF)-which consists of design elements and learning activities that have specific sociocognitive theoretical and research rationales. A proof-of-con cept study is then discussed; it involved high school students using a hype rmedia system based on the main features of the KMF to learn neo-Darwinian evolutionary biology. Students using the experimental hypermedia system wer e found to change their evolutionary biology problem-solving models, and to continue to use expert-like models even 1 year after using the system. The use of the KMF to develop hypermedia learning materials in other domains a nd for constructive student projects is also considered. Overall, it is hop ed that the framework and research outlined in this article may contribute to design and pedagogical principles for hypermedia learning tools that hel p students construct rich and useful understandings of challenging knowledg e.