Abstracts
From the Editorial Board
The Journal of Computers in Mathematics and ScienceTeaching (JCMST) publishes articles about the use of computers in mathematics, science andcomputer science learning and teaching in contexts ranging from preschool through graduateeducation, including teacher education and informal education. JCMST will publish originalarticles presenting research, classroom practice, and commentary on philosophical andtheoretical issues of interest to our readers.
The new Editors of JCMST wish to encourage dialogue andreflection within and across disciplines by publishing articles which use evidence andexperience to provide a focus on the issues surrounding the use of computers in learningand teaching, and which emphasize the role of computers in curriculum reform. In our view,the best educational research synthesizes theoretical analysis, classroom practice andempirical investigation.
We seek research manuscripts that employ appropriatequalitative and/or quantitative methodologies, that present clearly and convincingly datathat have been collected in a systematic manner. We recognize that research can take placein a variety of formal and informal settings, including classroom and laboratory. Werecognize that research can also be conducted according to a variety of learning,teaching, and methodological paradigms. An important goal of JCMST is to publish materialthat is accessible to educational practitioners and which has the potential to inform andinfluence practice, even though the realization of that potential may not be immediate.
Manuscripts on classroom practice should emphasizeinnovations and describe methods that promote the effective use of computers in learningand teaching. Such articles should discuss pedagogy, be grounded in teaching and learningtheory, and include evidence of effectiveness. Classroom practices should be described insufficient detail to enable JCMST readers to adapt them effectively to their own practice.Articles which present lessons learned from instructive failures will also be considered.
JCMST will encourage dialogue by publishingthought-provoking articles that focus on the philosophical, theoretical, andepistemological issues surrounding the use of computers in mathematics, science, andcomputer science learning and teaching. Such articles should contribute to informeddebate, help readers keep abreast of new trends and developments, and serve as pointers tofuture research. Think pieces that emphasize the role of computers in curricularreform are also sought. In general, commentary must have the potential to contribute tothe advancement of the use of computers in learning and teaching mathematics, scienceand/or computer science.
Regardless of the nature of the manuscript, quality is ofutmost importance. Manuscripts should provide a review of the literature related to thetopic, establish a context for the work, and present ideas, results, practices, argumentsand/or opinions. They should also provide evidence of originality and make significantcontributions to the research literature and/or to practical classroom application. Weaspire to provide the JCMST reader with a journal that can inform practice. A journal is acooperative venture. We welcome your comments and, of course, we encourage you to become aJCMST contributor as well as a reader.
Ed Dubinsky, Georgia State University
Dave DeVries, Georgia College & State University
John Jungck, Beloit College
Bill Kyle, University of Missouri - St. Louis
Mary Nakhleh, Purdue University
Marian Petre, Open University
Anthony Ralston, Imperial College, London
Joe Redish, University of Maryland
David Smith, Duke University
Harriet G. Taylor, Louisiana State University
David Thomas, Montana State University
Draga Vidakovic, North Carolina State University
Using Visualization and Simulation Tools in
GUAN-SENG KHOO
Division of Physics, National Institute of Education Nanyang Technological University 469 Bukit Timah Road, Singapore 259756khoogs@am.nie.ac.sg
THIAM-SENG KOH
Division of Chemistry, National Institute of Education Nanyang Technological University 469 Bukit Timah Road, Singapore 259756We have used state-of-the-art computational science techniques in our teaching ofphysics and chemistry. Computer modeling and simulation have been introduced into ourundergraduate classes for topics such as chemical bonding and crystal structure. Molecularsimulations software was used to model and simulate three-dimensional animated images ofmolecules. Feedback from our students showed that the use of these animated colored imagesand the demonstration of computational experiments provided a fast and effective way ofcommunicating information and ideas. These three-dimensional images helped them in theirunderstanding of topics such as symmetry and crystallography. Not only are thesesimulations interactive, but they also extend the size and time scales over which thestudents could naturally observe, opening up to study, phenomena that would otherwise beinaccessible to experiment. From our experience, the use of computer models andsimulations has been valuable in explaining many aspects of science and, at the same time,encouraging critical assessment of some scientific concepts.
Microcomputer Simulation Graphic and Alphanumeric Modes: Examining Students’Process Skills and Conceptual Understanding
SANDRA EIDSON
Science Department West Hall County High School Oakwood, GA 30566, USAPATRICIA E. SIMMONS
Department of Science Education 212 Aderhold, The University of Georgia Athens, GA 30602-7126, USApsimmons@umsl.edu
The objective of this study was to examine the relationship of microcomputer simulationgraphics and alphanumeric modes of data presentation to students’ science processskills and conceptual understanding of selected science concepts. The theoreticalframework for this research was based on Paivio’s dual coding theory that learnerscan encode and recall information better if they employ a visual method rather than averbal method for storage of information. The population sampled included 64, ninth-gradehigh school biology students. The students used a genetics computer program, CATLAB, tosolve problems by practicing process skills applications and testing basic geneticprinciples. The use of either the graphics or the alphanumeric modes of data presentationin CATLAB appeared to significantly increase students’ scores on posttest conceptualassessments and on various process skill subtests. The graphics mode of data presentationin CATLAB appeared to significantly increase students’ scores on the process skillsof identifying variables, identifying and defining variables, and designinginvestigations. The alphanumeric mode of data presentation resulted in a significantdifference in scores on the process skill of identifying variables. The use ofmicrocomputers and appropriate software (such as CATLAB) can result in significantlearning and understanding of genetics concepts by students and enhance students’abilities to use specific process skills in problem-solving.
Technological Tools to Support Inquiry
MICHELE WISNUDEL SPITULNIK and JOSEPH KRACJIK
1323 School of Education Building 610 East University, University of Michigan Ann Arbor, MI 48109-1259, USAwisnudel@umich.edu
The goals for science education currently advocate a scientifically and technologicallyliterate citizenry (National Council for the Social Studies, 1990; American Associationfor the Advancement of Science, 1993; National Research Council, 1996). We are attemptingto promote this scientific and technological literacy within our science methods course.In this paper we describe (a) our rationale for the design of the course, (b) how westructure the course, (c) who takes this course, (d) the types of technological tools weinclude in the course, (e) how we integrate the tools into the course with examples ofstudent-constructed artifacts, and (f) challenges we experienced throughout the course.The challenges we discuss include (a) the time it takes to introduce new technologies intothe course, (b) the seamless integration of technology, (c) the assumption that studentswould use the technology in their own teaching, and (d) the desire to stay at the cuttingedge of new technologies. We offer possible solutions to each of these challenges.
The Use of Email and Electronic Bulletin Boards in College-Level Biology
MICHAEL COLLINS
Science Building Memorial University of Newfoundland St. John’s, Newfoundland, Canada A1B 3X9collinsm@morgan.ucs.mun.ca
An electronic bulletin board using DEC-Notes as the software platform was provided forstudents in a large second-year college biology course to improve communications betweenstudents and between students and the course instructor. The level of use of the systemand student responses to an end-of-term questionnaire indicated that the bulletin boardhad been successful in fostering interaction between students, as well as improvingstudent-instructor interaction. Types of student use of the bulletin board includeddiscussions, comments, course-content questions, course-related questions, and assignmentapprovals. Students also used email for “private” communications with theinstructor.
Windows of Opportunity: Preservice Teachers’ Perceptions of Technology-BasedAlternatives to Field Experiences
SANDRA L. ATKINS
College of Education University of Central Florida, P.O. Box 161250 Orlando, FL 32816-1250, USAsatkins@pegasus.cc.ucf.edu
This study investigates preservice teachers’ perceptions of the impact ofnon-field experiences in shaping their vision of mathematics teaching. Preservice teacherswere engaged in a number of technology-based activities. These activities included the useof calculators and other manipulatives in teaching mathematics, the viewing of videotapedexamples of effective practice, and investigations into LOGO and the World Wide Web. Theparticipants completed entry and exit questionnaires regarding their role in teachingmathematics, their students’ role in learning mathematics, their mathematicalassessment, and their perceptions of the lack of a field experience requirement.Videotaped examples contributed to the preservice teachers’ conceptualization ofmathematics teaching. Although the participants did have an opportunity to test courseactivities in the elementary school classroom, many of the respondents associated the lackof a required field experience with a lack of opportunity.
...many of the cooperating teachers will give you a chance to teach various subjects.If you show the initiative you can get a chance to teach other subjects. Sarah