Computer-based instruction has traditionally been characterized by a reductive bias that oversimplifies material and overgeneralizes methods that are more appropriate for introductory knowledge acquisition. As a result, subsequent acquisition of more complex knowledge structures is impeded. Hypertext is a learner-controlled information base that can adapt its structure to suit the requirements of the learning task thus allowing learners to acquire more widely applicable and transferable knowledge. Hypertext emphasizes constructivist learning by exposing the learner to multiple perspectives in order to convey the complexity of the content. Cognitive flexibility theory provides an approach to the design of computer-based learning environments that is based on understanding how advanced knowledge acquisition and successful learning are achieved.
Knowledge acquisition involves restructuring as well as enriching existing conceptual structures.
In order for students to be able to restructure these structures, they must first become aware of their entrenched beliefs and be provided with the opportunity to reinterpret them. Children often come to the science learning task with naive models and understandings of the world based on their everyday experience. These understandings often conflict with accepted scientific explanations. Knowledge acquisition thus requires a radical restructuring of these existing models and understandings. The sun moves down and hides behind the mountains during the night.