Learning from digital text in inquiry-based science classes: lessons learned in one program

In this paper, I present a synthesis of the lessons learned from a research program aimed at understanding how students learn from the multiple linked texts in hypertext environments in the context of scientific inquiry. I started with a research agenda intended to systematically understand the importance of several variables that affect learning from hypertext environments. Further, the goal of my research has not only been to understand how students learn from hypertext but also to identify how students use hypertext in the context of inquiry-based science classes. In my research program, I conducted a series a studies to explore these two issues in parallel. My studies have helped identify factors that affect student learning from digital text, moving toward a conceptual model of learning from multiple linked texts. In addition, they have also helped identify successful teacher strategies used to help students learn from hands-on investigations and digital resources.