Systems incorporating two advanced technologies, hypermedia systems and intelligent tutors, are examined with respect to their potential impact on science education. The conceptual framework underlying these systems is discussed first. Applications of systems are then presented with examples of each in operation within the context of science education. The use of hypermedia within a problem solving environment in which students analyze case studies of real patients is discussed using as an example a system to teach orthopedics. The potential for applying hypermedia to the assessment of learning is described with students using software to balance chemistry equations (Hyperequations). Applications of level-3 interactive video presents counterintuitive events to stimulate students to seek explanations through problem-based learning. Finally the design of an intelligent tutoring system to teach problem solving skills important to transfusion medicine is described. Design issues related to each system are reviewed and specific questions raised regarding the effective use of such systems. In some cases, preliminary studies have been conducted related to these questions and some potential future directions are presented. As these technologies develop and as other technologies emerge, their use in education suggests greater flexibility in both instruction and assessment of learning. (Author)