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  • Articles  (12)
  • computers  (12)
  • Springer  (12)
  • Wiley
  • Natural Sciences in General  (12)
  • 1
    Electronic Resource
    Electronic Resource
    Conceptually enhanced simulations: A computer tool for science teaching (1993)
    Springer
    Journal of science education and technology 2 (1993), S. 373-388 
    Details
    ISSN: 1573-1839
    Keywords: Simulations ; conceptual change ; computers ; science education ; flotation ; density
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract In this paper, we consider a way computer simulations can be used to address the problem of teaching for conceptual change and understanding. After identifying three levels of understanding of a natural phenomenon (concrete, conceptual, and metaconceptual) that need to be addressed in school science, and classifying computer model systems and simulations more generally in terms of the design choices facing the programmer, we argue that there are ways to design computer simulations that can make them more powerful than laboratory models. In particular, computer simulations that provide an explicit representation for a set of interrelated concepts allow students to perceive what cannot be directly observed in laboratory experiments: representations for the concepts and ideas used for interpreting the experiment. Further, by embedding the relevant physical laws directly into the program code, these simulations allow for genuine discoveries. We describe how we applied these ideas in developing a computer simulation for a particular set of purposes: to help students grasp the distinction between mass and density and to understand the phenomenon of flotation in terms of these concepts. Finally, we reflect on the kinds of activities such conceptually enhanced simulations allow that may be important in bringing about the desired conceptual change.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00694526
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  • 2
    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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  • 3
    Electronic Resource
    Electronic Resource
    Using Computers to Support a Beginning Teacher's Professional Development (2000)
    Springer
    Journal of science education and technology 9 (2000), S. 367-373 
    Details
    ISSN: 1573-1839
    Keywords: computers ; curriculum ; science teaching
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This study explored the efficacy of promoting a beginning chemistry teacher's curriculum development and teaching practices through the use of computers. Using pictorial analogies, historical cases of science, and discrepant events in a web site designed by the researchers as curricular samples, the beginning teacher was asked to develop similar curriculum for his own teaching. After taking the researchers' advice into account and making adjustments, the beginning teacher implemented the curriculum in his classroom teaching and shared his experience with the researchers by e-mail communications. The teacher's teaching practices both before and after the web site treatment were observed and analyzed. It was found that before the treatment the teacher used the textbook as the only resource of his teaching. Extra curriculum was rarely seen, there were not many student-teacher interactions, and analogies or examples used in his explanation of abstract concepts were not preorganized. On the other hand, after the treatment, the teacher was able to develop suitable curricula by himself for the purpose of increasing student involvement. He also explained the applications of chemical concepts in daily lives and his analogies and demonstrations were well organized. Although the beginning teacher was able to develop curricula after the treatment, many aspects of his teaching can be improved, especially in the areas of student-teacher interaction and the implementation of students activities in science teaching.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1009488627194
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  • 4
    Electronic Resource
    Electronic Resource
    Foreign language learning using e-mail in a task-oriented perspective: Interuniversity experiments in communication and collaboration (1993)
    Springer
    Journal of science education and technology 2 (1993), S. 565-584 
    Details
    ISSN: 1573-1839
    Keywords: CALL ; CALI ; CAI ; communication ; computers ; electronic mail ; foreign language teaching and learning ; networks ; networking ; task-based learning
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract From 1988 to 1990 several collaborative “cross-country” intermediate French classes at Harvard and Stanford became one class. Students combined their efforts and insights in the accomplishment of a semester-long task, in most cases the publication of a student newspaper or magazine, using the electronic mail (e-mail) network to contact each other, elaborate their plans, and bring their projects to successful conclusion. Additional experiments of a similar nature took place between Harvard and the University of Pittsburgh (in the spring of 1990) and between Stanford and the University of Pittsburgh during 1991–1993. This paper suggests that this type of task-oriented learning through distance-communication is applicable at many different course levels and has considerable merit as an approach to teaching and learning. The key phases of this task-based model are presented along with technological information regarding computers and networks, as a guide to colleagues interested in pursuing similar lines of experimental teaching. Also included are samples of student messages, with their varied and often highly colorful discourse features, which attest to the motivation of students and reveal the strong personal investment made by the participants as they join hands across the miles in a productive, communication-based enterprise. The language and learning styles generated by technology and computers fully deserve closer investigation by researchers and teaching practitioners alike. The authors summarize the experiments, discuss assessment, and present research issues, concluding that good pedagogy and quality technology must share a vision of what can be accomplished in this rapidly evolving educational work place.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00695325
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  • 5
    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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  • 6
    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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  • 7
    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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  • 8
    Electronic Resource
    Electronic Resource
    Teacher development in advanced educational technology (1992)
    Springer
    Journal of science education and technology 1 (1992), S. 49-65 
    Details
    ISSN: 1573-1839
    Keywords: Educational technology ; computers ; science education ; staff development ; implementation ; teacher education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Advanced educational technology promises to improve science teaching and learning. To achieve the posited outcomes, however, teachers must have access to, know how to, have the skills to, and want to use the proposed advanced educational technologies in their teaching. In response, for the past eight years with support from the National Science Foundation, BSCS has conductedENLIST Micros — a teacher development to help science teachers improve their use of microcomputers.ENLIST Micros has three phases — Phase one (1984–1986): BSCS designed, tested, and producedENLIST Micros (Ellis and Kuerbis, 1987, 1989) teacher development materials (text, video, and tutorial software) for helping science teachers improve their use of educational technology. Phase two (1986–1989): BSCS designed, developed, tested, and disseminated a staff development model for helping science teachers integrate educational technology into instruction. Phase three (1989–1992): BSCS established Teacher Development Centers to implement theENLIST Micros teacher development materials and staff development model with science teachers throughout the United States.ENLIST Micros has served more than 1500 science teachers in 15 states. Teachers who have participated in the program have improved their knowledge, attitude, and self-efficacy about computer usage and have improved their use of microcomputers in their science courses. Furthermore, as part of the project, BSCS has described the implementation process and has developed recommendations to support improvements in the use of educational technology in science programs.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00700243
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  • 9
    Electronic Resource
    Electronic Resource
    Workstation-assisted education at MIT (1992)
    Springer
    Journal of science education and technology 1 (1992), S. 105-119 
    Details
    ISSN: 1573-1839
    Keywords: CAI ; distributed computing ; computers ; education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract MIT launched a major new initiative called Project Athena in 1983 to improve the quality of education through the introduction of a high-quality computing infrastructure throughout the campus. Implementation of the Project Athena computing environment required eight years, cost about $100 million, and was sponsored by Digital Equipment and IBM in addition to MIT. The Athena computing environment is based almost entirely on workstations from these two vendors using the Unix operating system. Project Athena is now complete. The resulting computer system has been turned over to the campus computing organization for ongoing operation and maintenance. The computing environment available at MIT for education has been significantly improved. Students are graduating today that have never known life at MIT without the ubiquitous availability of high-quality computing. This article provides an overview of the initial objectives and strategies of Project Athena at MIT relative to its educational use. The specific strategies that MIT employed in the use of work-stations in educational are then described. These strategies are contrasted with other available strategies. Specific examples of the use of workstations are presented. An important element in current and future education delivery is multimedia. Athena in conjunction with the MIT Media Lab has one of the largest efforts in multimedia development of any of the universities, and MIT is using multimedia in education on a daily basis. A new laboratory, the Center for Educational Computing Initiatives, has been established with a major focus on multimedia. Finally the lessons learned from Athena relative to its primary objective — that of improving education — are reviewed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00694834
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  • 10
    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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