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DOCUMENT RESUME ED 307 114 SE 050 560 AUTHOR Ellis, James DOCUMENT RESUME ED 307 114 SE 050 560 AUTHOR Ellis, James D., Ed. TITLE Information Technology and Science Education. 1988 AETS Yearbook. INSTITUTION Association for the Education of Teachers in Science.; ERIC Clearinghouse for Science, Mathematics, and Envirohmental Education, Columbus, Ohio. SPONS AGENCY Biological Sciences Curriculum Study, Colorado Springs.; Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 89 CONTRACT RI88062006 NOTE 250p. AVAILABLE FROMSMEAC Information Reference Center (SMEAC/IRC), The Ohio State University, 1200 Chambers, Rd., 3rd Floor, Columbus, Ohio 43212 ($12.50). PUB TYPE Information Analyses - ERIC Information Analysis Products (071) -- Collected Works - General (020) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS College Science; *Computer Uses in Education; Continuing Education; Elementary School Science; Elementary Secondary Education; Higher Education; *Inservice Teacher Education; Instructional Improvement; Laboratory Equipment; *Literature Reviews; *Microcomputers; Models; *Preservice Teacher Education; *Science Education; Science Teachers; Secondary School Science; Staff Development; Teaching Methods; Theory Practice Relationship; Videodisks ABSTRACT Designed to assist science educators in improving preservice/inservice teacher education, this yearbook contains resources and ideas addressing the integration of recent research into a format suitable for practitioners and students. Topics of the papers included in this volume are: (1) applications of microcomputers in science teaching; (2) telecommunications; (3) optical storage systems; (4) computer based learning; (5) the status of hardware and software; (6) a review of research; (7) philosophical and psychological positions; (8) technology in elementary and health education; (9) cooperative learning; (10) the "Voyage of the Mimi" project; (11) implementation theory; (12) staff development; and (13) teacher preparation using technology. A number of specific projects are described in individual papers. Over 300 references are included. (CW) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * 1988 AETS Yearbook Information Technology andScience Education Edited by James D. Ellis BSCS 830 North Tejon Street, Suite 405 Colorado Springs, CO 80903 Association for the Education of Teachers in Science and ICERICrClearinghouse for Science, Mathematics, and Environmental Education The Ohio State University 1200 ,Thambers Road, Room 310 Columbus, OH 43212 U S DEPARTMENT OF EDUCATION Office of Educational Research and imptosernent EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Biological Science Curriculum Study TMs document has been reproduced as received Iron the person or prom/shoe 830 North Tejon Street, Suite 405 onginating Colorado Springs, CO Mnot changes have been made to improve 80903 reproduCoon quehtl Points of view or opinions stated in MS docu- ment do no, necessarily represent otitctat OE RI positron or policy SMEAC Information Reference Center The Ohio State University 1200 Chambers Road, Room 3?0 "PERMISSION TO REPRODUCE THIS Columbus, OH 43212 MATERIAL HAS BEEN GRANTED BY Robert W. Howe TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1989 2 BESTCOPYAVAILABLE This publication was prepared pursuant to a contract with the OENOffice of Educational Research and Improvement, U.S. Departmentof Education. Contractors undertaking such projects under government OrkedakOmW sponsorship are encouraged to express freely their judgment in &watch and &pommy Points of view or opinions, USDwortmentc/Edanonprofessional and technical matters. however, do not necessarily represent the official views or opinions of the Office of Educational Research and Improvement. 3 Table of Contents Foreword ; Preface ii Contributing Chapter Authors v Acknowledgements vii Chapter 1: Tools for Science Education 1 Robert F. Tinker and Seymour Papeit Chapter 2: Doing Science Through Telecommunications 25 Cecilia Lenk Chapter 3:Optical Technologies: Current Status and 35 Possible Directions for Science Instructioi. Robert D. Sherwood Chapter 4: Thinker Tools:Implications for Science Teaching 59 Paul Horwitz Chapter 5: How Can Science Teachers and Science Educators 73 Use Information Technology? Carl F. Berger Chapter 6:Status of Use: Acrocomputers and Science Teaching 85 William E. Baird Chapter 7: The Effects of Using Computing Technologies in Science 105 Instruction: A Synthesis of Classroom-Based Research Kevin C. Wise Chapter 8: Science Education and the Challenge of Technology 119 Marcia C. Linn Chapter 9:A Technology-Oriented Elementary School Science and 145 Health Program: Implications for Teacher Education Rodger W. Bybee and James D. Ellis Chapter 10:Cooperative Learning and the Computer 163 Roger T. Johnson and David W. Johnson 4 Chapter 11:Integrating Information Technologies into Instruction: 173 The Voyage of the Mimi Laura M.W. Martin, Jan Hawkins, Samuel Y. Gibbon, and Regan McCarthy Chapter 12:Using Change Theory to Manage the Implementation 187 of Educational Technology in Science Classrooms Robert K. James Chapter 13:The Promise of Staff Development for Technology Education .... 207 Paul J. Kuerbis and Susan Loucks-Horsley Chapter 14:Preparing Science Teachers for the Information Age 223 James D. Ellis Jr-- Foreword The ERIC Clearinghouse for Science, Mathematics, and Environmental Education is pleased to cooperate with the Association for theEducation of Teachers in Science in producing this Yearbook. We invite your comments and suggestionson this series. Stanley L. Helgeson Patricia E. Blosser ERIC Clearinghouse for Science, Mathemati,g ..ad Environmental Education i Preface As the United States changes from an industrial-based society toan information society, the goals, purposes, and methods of American educationare evolving. In response to this societal and economic change, more than 100 national and state reports have called for a reform in education that emphasizes the development of critical-thinking skills, problem solving, knowledge utilization, scientific and technologic literacy, andcomputer literacy.Because rapid advances in information technologyare the driving force behind the information revolution, computer literacy is now recognizedas a basic skill, together with reading, writing, and arithmetic. Information technology and science education share the platform of the educational reform movement. Science education, redefined as education in science, technology, and society, is one plank that supports the citizens who will participate fully ina society and culture that have a scientific and technologic infrastructure.Information technology, another plank, enables us to access the enormous volumes of scientific and technologic information and to synthesize and produce useful knowledge from it.Information technology, therefore, has forced new goals for education that have students learn about information technology (what it is, what it does, and how it affects society) andbecome proficient in using information technology in the pursuit of knowledgeto improve the effectiveness and efficiency of learning. To meet the challenge of educationalreform, contemporary science curricula at all grade levels must integrate information technologies into traditional print and hands-on materials. This yearbook examines the overlap of information technologyand science education. The first five chapters presenta vision of how information technology can enhance science education. Chapters six through eightpresent the status of information technology in science education and discuss the relationship betweenthem. Chapters nine through fourteen discuss how we can improve theuse of information technology by teachers and students in science classrooms. Chapter1. Bob Tinker and Seymour Papert describetoolapplications of the microcomputer that help students "do real science."Chapter one includes an overview and examples of MBL, word processing, spreadsheet, database, graphing,data analysis, modeling, drawing, and telecommunications.They focus on what exists and what the ideal package should look like (an integrated tool). Chaptv 2.Cecilia Lenk describes ways studentscan use telecommunications to learn and do science.Cecilia uses specific examples of projectssuchas NGS Kids Network, the Voyage of the Mimi, CompuServe, and Ac,cuWeatherto illustratehow students can use telecommunications. ii Chapter 3.Bob Sherwood describes applications for students that use opticalstorage technologiessuch as laser disk, interactive laser disk, and CD ROM. Bob illustrates his presentation with examples of extant materials for science education. Discussionincludes how these technologies affect the delivery of instructionnow and in the future. Chapter 4.Paul Horwitz describes applications of computer-based learningfor science education.Paul describes those app...cations with themost importance for science education in depth and illustrates them with examples ofprograms and projects. Chapter 5.Carl Berger describes how teachers and science educatorscan use the information technologies described in chaptersone through four. Carl provides examples of extant materials and projects to illustrate the discussion. Chapter 6.Bill Baird summarizes data from surveyson the status of use of hardware and software by teachers and students.The major focus is on the status ofuse of information technologies in science education. Chapter 7.Kevin Wise presents a review and synthesis of theresearch on information technologies
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