{'fraction_non_alphanumeric': 0.02132998745294856, 'fraction_numerical': 0.0, 'mean_word_length': 5.705882352941177, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Can Students Learn Science Using the Internet?

Abstract Science educators recognize the potential of the Internet as an educational tool. However, little research based on educational theory has been conducted to determine how they can maximize the learning potential of this relatively new teaching tool. A constructivist and an objectivist instructional format containing the same information was created and presented online. The online study examines the effect on learning of variables such as age, gender, racial identity, attitude, aptitude, self-regulated learning, and self-efficacy. The only significant interaction showed that older participants perform better using an objectivist approach. Therefore, it appears that these characteristics should not be roadblocks to online learning.