This project will examine the impact of two interactive information processing tools on science teaching and learning at lower undergraduate and upper high school levels. These tools, which have emerged from our prior research on technical and academic learning strategies are: Concept Mapping, a method of converting information to two-dimensional node-link displays, and Scripted Cooperation, an approach to orchestrating the joint processing of information by peer dyads. These tools will be used independently and interactively to enhance the extraction of scientific knowledge from experts, the presentation of this knowledge to students, and the subsequent processing of the communicated information. Expert maps of biological and statistical concepts will be developed and used in a series of six experiments designed to assess the impact of the information processing tools on a variety of science education outcomes. These experiments, which will involve approximately 660 college freshmen and high school seniors, will also examine Aptitude X Treatment interactions and transfer to other learning situations. The results of this experimentation will be used to further develop a model of science education and will be used as a basis for developing implementation materials for practitioners.
