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  • Articles  (6)
  • computers  (6)
  • Springer  (6)
  • National Academy of Sciences
  • 1995-1999  (6)
  • 1975-1979
  • Natural Sciences in General  (6)
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  • Articles  (6)
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  • Springer  (6)
  • National Academy of Sciences
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  • 1
    Electronic Resource
    Electronic Resource
    Case Studies of Microcomputer and Interactive Video Simulations in Middle School Earth Science Teaching (1997)
    Springer
    Journal of science education and technology 6 (1997), S. 127-141 
    Details
    ISSN: 1573-1839
    Keywords: Teachers ; computers ; simulations ; earth science ; middle school ; software design
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This article synthesizes the results of three case studies of middle school classrooms in which computer and video materials were used to teach topics in earth and space science through interactive simulations. Cases were selected to span a range of middle school grade levels (sixth through eighth), teachers' levels of experience (student teacher through 16-year veteran), levels of technology used (Apple II through Macintosh-controlled interactive videodisk), and classroom organization patterns in relation to technological resources (teacher-centered presentations with individual seatwork through small-group exploratory activities in a multiple-computer setting). Specific instances are described illustrating ways in which common current practice is problematic in two broad categories: 1) classroom procedures and task structures established by teachers are often inconsistent with the intentions of software and video designers and producers; and 2) students' actual behavior and descriptions of their learning experiences with computer simulations are often very different from those initially envisioned or even immediately perceived by their teachers. In light of these findings, suggestions are made regarding improved design principles for such materials and how middle school science teachers might better conduct lessons using such simulations, specifically urging a sharper focus on the value of: transparency of the software interface; substantive content learning as well as student enjoyment; hybrid cooperative/competitive classroom task structures; maintaining intrinsic motivation in students; and students' feeling of ownership of problem solutions.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1025618015318
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  • 2
    Electronic Resource
    Electronic Resource
    Evaluating the use of computers in science assessment: Considerations and recommendations (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 57-64 
    Details
    ISSN: 1573-1839
    Keywords: Evaluation ; computers ; assessment ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The use of computers in science assessment is viewed through the eyes of the program evaluator by examining six considerations: (1) purpose of computer use in assessment, (2) value of program evaluation models, (3) possible harmful side effects of assessment, (4) nature of imbedded questions, (5) definition of treatment, and (6) computers and the classroom context. Following a discussion of the considerations, four recommendations are offered in regard to continuing to study the use of computers for assessment (examples provided), utilizing the ideas contained in program evaluation models, capitalizing on several interesting, novel possibilities for evaluation design, and combining qualitative and quantitative techniques (mixed methodologies) into the evaluation procedures.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211582
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  • 3
    Electronic Resource
    Electronic Resource
    On-Line “Chat Room” Tutorials—An Unusual Gender Bias in Computer Use (1999)
    Springer
    Journal of science education and technology 8 (1999), S. 227-234 
    Details
    ISSN: 1573-1839
    Keywords: Gender bias ; computers ; non-traditional students ; on-line instruction
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Research into gender bias in attitudes, access, and effectiveness associated with computers has produced conflicting results, resulting in conflicting opinions as to whether a technological gender gap favoring male students exists. No previous study, however, has ever demonstrated a preference for female use of a particular computer application. This work describes gender differences in the use of on-line (“chat room”) tutorials by non-traditional chemistry students enrolled in distance learning sections of a general chemistry course. Higher percentages of female students participated in the on-line tutorials and they participated with greater frequency than male students. Furthermore, the correlation between frequency of participation and course performance was higher among the female students. Various explanations for this unusual gender bias are offered, and the conclusion that the diversity of computer applications available today requires that research into gender bias refrain from viewing the computer as a single entity is supported.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1009460330400
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  • 4
    Electronic Resource
    Electronic Resource
    The emerging role of CD-ROMs in teaching chemistry (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 203-215 
    Details
    ISSN: 1573-1839
    Keywords: Chemistry education ; computers ; CD-ROM ; molecular animations ; laboratories ; demonstrations
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Learning chemistry requires students to relate chemical equations and other symbolic notation both to molecular or atomic events and to macroscopic laboratory observations and data. Traditionally, textbooks have provided symbolic notation with minimal pictures of either microscopic events or macroscopic events leaving the teacher and student to conjure these pictures from words. This paper describes the design of several CD-ROMs with very different strategies and focus for teaching general chemistry with large databases of visual information. Teacher tools for preparation facilitate the planning of more hands-on laboratory experiences and live demonstrations to develop laboratory observation skills. Presentation materials provide animations of abstract microscopic events and concepts to help teachers explain these molecular and atomic events. Students improve observation skills in laboratories with supplemental computer tutorials that mimic the decision making required for laboratory tasks in a virtual laboratory, but students reinforce the experience and learn techniques with practice in a real laboratory. New college textbooks on CD-ROM, that integrate the molecular animations and laboratory experiments with the introduction of new terms and symbolic representations, portend large changes in all textbooks.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575304
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  • 5
    Electronic Resource
    Electronic Resource
    Internet Resources for Middle School Science: Golden Opportunity or “Silicon Snake Oil”? (1997)
    Springer
    Journal of science education and technology 6 (1997), S. 49-57 
    Details
    ISSN: 1573-1839
    Keywords: Teachers ; computers ; Internet ; middle school ; science ; information
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This study examines the experiences of six teachers at three schools in learning about and beginning to implement or enhance project-based learning in their middle school science classrooms using a variety of resources available through the Internet. Data were gathered over a one-year period ending in March, 1996. As a result of their experience, teachers became aware of the possibilities and the problems created by both the nearly unlimited quantity of information available on the Internet and the limited quality and relevance of much of that information. Positive and negative experiences described by teachers and the variety of issues and concerns which they reflect are compared and contrasted, including: unreliability of network connections; potential availability to students of inappropriate resources; consistency of classroom organization structures necessary to facilitate Internet access with normally preferred teaching methods; the dependence of the efficiency and motivational value of project-based units on students' appreciation of the nature and power of the technology; conflict between curriculum space devoted to teaching about technology and that devoted to substantively using the technology to teach about science and related subjects; the “on call” convenience of the Internet; the up-to-date nature of much of the scientific information available on the Internet; Internet-based information (versus textbook information) as authoritative yet not impersonal.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022568918621
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  • 6
    Electronic Resource
    Electronic Resource
    The technological trigger: Fostering educational revolution (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 245-254 
    Details
    ISSN: 1573-1839
    Keywords: Technology ; computers ; interactive multimedia
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract While we live in an Information Society, information technology has barely penetrated the classroom. Not only does it make no sense for every aspect of our lives save education to be enriched by appropriate technologies (e.g., computers, video discs, interactive systems), this technology has the potential to trigger an educational revolution much in the way that the Gutenberg press triggered a revolution 500 years ago. Technology alone cannot fix our ailing educational system. Yet it can be the thin edge of the wedge in giving us the capacity to provide an educational experience that stimulates the student (and the teacher), opens myriad worlds of information, and conforms to what we believe to be best teaching and learning practices.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211839
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