DEVELOPING A RESEARCH AGENDA FOR INTEGRATING MICROCOMPUTER-BASED LABORATORY IN SCIENCE TEACHING
Science educators are concerned that a major block to mastery of science concepts is a lack of graphing skills. Many studies have indicated that students lack sufficient graphing skills needed to do well in mathematics and science. Science educators must help students learn science and mathematics and realize the utility of mathematics in science learning.
The current science reform committees including the American Association for the Advancement of Science (AAAS, 1989), the National Science Teachers Association (NSTA; Aldridge, 1989), and the National Councilof Teachers of Mathematics (NCTM, 1989) have proposed changes in curriculum to include more emphasis on graphing and the interpretation of graphs together with the use of technology.
Effective use of the Microcomputer-Based Laboratory (MBL) in the teaching of science depends on the integration of the computer with existing and new instructional strategies.
Looking at MBL literature gives some indication as to the need for further study. Discrepancies become apparent as the theoretical relationships between the characteristics of MBL and the research based findings were reviewed. There are also discrepancies when the perspectives of teachers who use MBL are compared to theoretical and research-based expectations. In order to make the most of the future potential for computer usage in science and mathematics education, educators must realize its theoretical and practical features. Setting the research agenda for the effective use of MBL in science classroom can help to maximize the prospects for successful school improvement projects while minimizing the innovation-related frustrations of individuals.
Index Words: Microcomputers, MBL, Computer-Assisted Instruction (CAI), Integrated Science & Mathematics,
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By
Hyosoon Kim Han, Ph.D.
The Ohio State University, 1994
Professor Arthur L. White, Adviser