Using computers in science and technology education

ABSTRACT

This working group wishes to promote interaction of computer scientists and educational researchers. Such an interaction would benefit not only educational sciences and computer science education but also contribute to computer science e.g. through behaviour metaphors in robotics. We have initiated an analysis of computer uses in education starting from applications especially in science and technology education. Having analysed various roles of computers in educational processes in the above area we have also identified technological requirements of modern learning environments and defined the concept of a rich learning environment. We use the Open Market metaphor to concretise this concept in two different cases. Finally, we present as an outcome of our cooperative analysis basic goals for technological literacy and a description of a technology literate student.

REFERENCES

• 1: I. Schnackenberg, H. L., and Savenye, W. C. A Qualitative Look at Preservice Teacher's Perceptions of the Future of Computers in Education. Paper presented at the Annual Meeting of the Association for Educational Communications and Technology (Albuquerque, NM, February 12-16, 1997). ERIC ED403878 (1997).
• 2: II. Roth, W.-M. Bridging the Gap between School and Real Life: Toward an Integration of Science, Mathematics and Technology in the Context of Authentic Practice. School Science and Mathematics, 92(6) (1992), 307-317.
• 3: Gregg Brownell, Computers and Teaching, West Publishing Co., St. Paul, MN, 1992
• 4: IV. Moursund, D., and Bielefeldt, T. Will New Teachers Be Prepared To Teach in a Digital Age? A National Survey on Information Technology in Teacher Education. International Society for Technology in Education, Eugene. ERIC ED428072 (1999).
• 5: Robert F. Tinker, Microcomputer-Based Labs: Educational Research and Standards, Springer-Verlag New York, Inc., Secaucus, NJ, 1996
• 6: VI. Madjidi, F., Hughes, H. W., Johnson, R. N., and Cary, K. Virtual Learning Environments. ERIC ED429565 (1999).
• 7: VII. Davis, N. Developing Telecommunications within European Teacher Education: Progress, Plans, and Policy. In the Proceedings SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). ERIC ED 421160 (1998).
• 8: VIII. Baker, L. Metacognition, Reading and Science Education. In C. M. Santa and D. E. Alvermann. Science Learning: Processes and Applications. Newark: International reading association, ira (1991).
• 9: IX. Webb, L. Spreadsheets in physics teaching. Physics Education 28, (1993), 77 - 82.
• 10: David Andersen , Nancy Roberts , Ralph Deal , Michael Garet , William D. Shaffer, Introduction to Computer Simulation: The System Dynamics Approach, Addison-Wesley Longman Publishing Co., Inc., Boston, MA, 1983
• 11: XI. CS101. Rethinking CS101: Innovations in Introductory Computer Programming. {July 12, 2000}. Available WWW: http://www.ai.mit.edu/projects/cs101/
• 12: XII. Brown, J. S., Collins, A. and Duguid, P. Situated cognition and the culture of learning. Educational Researcher, 18 (1989), 32-42.
• 13: XIII. Masui, C., and De Corte, E. Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools. Learning and Instruction, 9 (1999), 517-542.
• 14: Doris M. Carey, Teacher roles and technology integration: moving from teacher as director to teacher as facilitator, Computers in the Schools, v.9 n.2-3, p.105-118, 1993 [doi>10.1300/J025v09n02_10]
• 15: XV. Vygotsky, L. S. Thought and language, Cambridge MA MIT Press (1986).
• 16: XVI. Hudson, T. Developing pupils' skills. In R. Levison (ed.) Teaching Science, London: Routledge (1994), 94-109.
• 17: XVII. Meisalo, V. Information technology in a modern physics classroom. In M. Ahtee, J. Lavonen and V. Meisalo (eds.) Proceedings of the Finnish-Russian symposium on information technology in the modern physics classroom. Department of Teacher Education, University of Helsinki. Research Report, 123 (1994), 51-57.
• 18: XVIII. Lavonen, J., and Meisalo, V. Current Research Activities in the LUONTI Project. In S. Tella (ed.) Aspects of Media Education: Strategic Imperatives in the Information Age. University of Helsinki, Department of Teacher Education, Media Education Centre, Publications, 8 (1998), 307-341.
• 19: Vicki L. Cohen, Implications for learning in a technology-rich school, Journal of Interactive Learning Research, v.8 n.2, p.153-174, Dec. 1997
• 20: XX. Meisalo, V. and Lavonen, J. Bits and Processes on Markets and Webs: An Analysis of Virtuality, Reality and Metaphors in a Modern Learning Environment. Paper presented at the Annual Conference on Research on Mathematics and Science Education, Jyväskylä University (2000).
• 21: XXI. Minken, L., Stenseth, B., and Vavik, L. Pedagogisk programvare, Printing Datacenter A/S, Halden (1987)
• 22: XXlI. Lorsbach, A., and Tobin, K. Toward a Critical Approaches to the Study of Learning Environments in Science Classrooms. Research in Science Education, 25(1) (1995), 19-32.
• 23: XXIII. Hofstein, N. O., Tamir, P., and Giddins, G. Development and Validation of and Instrument for Assessing the Learning Environment of Outdoor Science Activities. Science Education, 81 (1997), 161-171.
• 24: XXIV. Weller, H. G. Assessing the Impact of Computer-Based Learning in Science. Journal of Research on Computing in Education, 28(4) (1996), 461-485.
• 25: XXV. Scaife, J. Datalogging. Where are we now? Physics Education, 28 (1993), 83-86.
• 26: XXVI. Maor, D., and Taylor, P. C. Teacher Epistemology and Scientific Inquiry in Computerized Classroom Environments. Journal of Research in Science Teaching, 32(8) (1995), 839-854.
• 27: XXVII. Clark, A. Investigating school physics laboratory software and hardware. Physics Education, 28 (1993), 87-91.
• 28: XXVIII.Lavonen, J. Experimental nature of the teaching of physics and measurement automation. University of Helsinki. Report Series in Physics, HU-P-D64 (1996).
• 29: XXIX. Hämäläinen, A. An open microcomputer-based laboratory system for perceptional experimentality. University of Helsinki. Report Series in Physics HU-P-D70 (1998).
• 30: XXX. Pecori, B., and Torzo, G. Data acquisition technologies in the physics laboratory: a chance for developing physics knowledge and a confident attitude toward science and technology. Paper presented at the IOSTE Conference (sub-theme 3) (1999).
• 31: XXXI. Sellwood, P. The investigative Learning Process, The Journal of the Design & Technology Teaching 24(1) (1991), 4-12.
• 32: XXXII. Howe, C., Tolmie, A., Anderson, A., and Mackenzie, M. Conceptual knowledge in Physics: The Role of group interaction in computer-supported teaching. Learning and Instruction, 2 (1992), 161-183.
• 33: XXXIII.Duit, R., and Confrey, J. Reorganizing the Curriculum and Teaching to Improve Learning in Science and Mathematics. In D. F. Treagust, R. Duit, and B. J. Fraser (eds.) Improving Teaching and Learning in Science and Mathematics, New York: Teachers College Press, and Columbia University NY (1996), 79-93.
• 34: XXXIV.Meisalo, V. and Lavonen, J. Bits and Processes on Markets and Webs: An Analysis of Virtuality, Reality and Metaphors in a Modern Learning Environment. Paper presented at the Annual Conference on Research on Mathematics and Science Education, Jyväskylä University (2000).
• 35: XXXV. Lappalainen, A., Lavonen, J., and Meisalo, V. Environmental projects in primary school teacher training:River Vantaa is flowing - project as an example. Det sjätte nordiska forskarsymposiet om undervisning i naturvetenskap i skolan. Joensuun yliopisto, Joensuu. To be published (1999).
• 36: Mary B. Nakhleh, A review of microcomputer-based labs: how have they affected science learning?, Journal of Computers in Mathematics and Science Teaching, v.13 n.4, p.368-381, 1994
• 37: XXXVII.Van Horn, Royal. The virtual school. Phi Delta Kappan, 78(6) (1997), 481-483.
• 38: XXXVIII.Fisher, R. Teaching Children to Think. Oxford: Basil Blackwell Ltd (1990).
• 39: XXXIX.Jarvis, T. Teaching design and technology in the primary school. London: Routledge (1993), 2, 194.
• 40: XL. NETS, National Educational Technology Standards for Students. International Society for Technology Education (ISTE) (1998).
• 41: XLI. Public Law 102-73. {July 12, 2000}. Available WWW: http://novel.nifl.gov/susanc/lbccsum.htm
• 42: XLII. Bowyer, J. Scientific and Technological Literacy: Education for Change. Paper presented as a Special Study for the World Conference on Education For All, Thailand. ERIC ED 344758 (1990).
• 43: XLIII. Whitty, G., and Willmott, E. Competence-based teacher education: Approaches and issues. Cambridge Journal of Education 21(3), (1991), 309-319.
• 44: XLIV. Custer, R. L. (ed.) Performance Based Education: Technology Activity Modules. Instructional Materials Laboratory, University of Missouri. ERIC ED379460 (1994).