JCMST Volume 19 Number 3, 2000

The past decade has seen a revolution in the teaching of schoolgeometry thanks to the introduction of dynamic geometry software.Constructing dynamic figures is an activity central to dynamicgeometry software and requires a methodology different from thetraditional classroom approach to construction. Teachers and studentswho make use of such software need exposure to this methodology forconstructing and exploring dynamic figures. The key components of thenew methodology are problem requirements, formal specifications forfigures, and implementation of specifications for dynamic figuresusing dynamic geometry software. Analysis and solution of anontrivial construction problem provides the setting for explainingthe individual components and how they work together to constructdynamic figures. Both declarative and procedural approaches toconstructing dynamic figures play a role in the solution to theconstruction problem. A new declarative dynamic geometry softwarewill be used for implementation of specifications of dynamic figuresneeded in solving the construction problem.

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Under the Microscope:Factors Influencing Student Outcomes in a Computer IntegratedClassroom

Lyn Henderson, Yovan Eshet, and Joel Klemes

James Cook University

Townsville, Queensland

Australia

lynette.henderson@jcu.edu.au

Researchers continue to argue that more research is neededconcerning how teachers actually integrate instructional technologyinto their curriculum. This qualitative study examined theincorporation of interactive multimedia science software into a gradetwo classroom over a six-week period. There was growth in varioussocial and thinking skills that were developed and reinforced withinthe computer-supported learning environment. Several factors thatcontributed to these outcomes are identified: the software’sinstructional design, enthusiasm, on-task behavior, cooperation andcollaboration among the students, improved cognitive learningoutcomes, attitudes toward science, the teacher’s pedagogicalapproach and attitudes toward incorporating technology into thecurriculum, and an integrated curriculum. In addition, the resultsindicated increased positive attitudes towards science by the girlsafter using the software. Implications for computer integration areprovided.

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Principles for theDesign and Use of Simulations in Science Learning as Exemplified by aPrototype Microworld

Tae-Koon Kim and David F. Jackson

Department of Science Education

212 Aderhold Hall, University of Georgia

Athens, GA 30602-7126 USA

tkim@coe.uga.edu

Douglas N. Yarger

Department of Geological and Atmospheric Sciences

3010 Agronomy Hall, Iowa State University

Ames, IA 50011-1010, USA

Peter J. Boysen

Computation Center

209 Durham, Iowa State University

Ames, IA 50011-2251 USA

This article attempts to contribute to the clarification ofprinciples for the design and use of simulation software in sciencelearning by combining a reflective process of identification ofimportant questions with empirical evidence from limited use of a“microworld” application designed and developed by thefirst author. We first outline a series of issues, growing out of acritical review of the literature, which we believe remain unresolvedor even unaddressed by many researchers, software developers,teachers, and teacher educators in the field of science education.The most salient of these are: (a) the occasional great importance offine details of the user interface to the practical value ofeducational software; (b) the distinction between abstract, usuallyquantitative, computer modeling as a specific means versus a generalend of science instruction; (c) the importance of attention to levelsof understanding in the curriculum context of simulation use; and (d)approaches to conceptual enhancement of simulation software design,including, but not limited to, the notions of multiplerepresentations and scaffolding and fading.

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Evaluating Computer LabModules for Large Biology Courses

David C. Eichinger, Mary B. Nakhleh, and Deanna L. Auberry

Department of Curriculum & Instruction

Purdue University

West Lafayette, IN 47907 USA

mnakhleh@purdue.edu

This article reports a two-year investigation of students’perceptions of computer laboratory modules (CLM’s, also known asBio LabStations) in a university-level, non-majors biology sequence.During the 1995-1996 academic year, we conducted field observationsof students’ use of the CLM’s for two semesters. At the endof the second semester we developed, administered, and analyzed awritten survey (n=626). During the 1996-1997 academic year, writtensurvey responses (n=1143) and focus group discussions (n=17) wereconducted to investigate students’ perceptions of theadvantages/disadvantages of using computers in the lab, how thecomputer affected learning, and their most/least liked computerexperiments. Data analyses included statistical analysis of surveyquestions, coding of students’ written answers to free responsequestions, and transcript analysis of focus group discussions. Thedata (a) provide a detailed profile of the students’ perceptionsof the utility of CLM’s and sets of characteristics whichstudents perceive as strengths and weaknesses of computer lab modulesand (b) begin to explore the different ways in which males andfemales view the CLM’s.

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Information andCommunication Technologies in Hands-On Science: Emerging TrendsAcross Three Nations

Gerald Knezek

Department of Technology & Cognition

University of North Texas

P.O. Box 311337

Denton, Texas 76203, USA

gknezek@tenet.edu

Hiromitsu Muta

Tokyo Institute of Technology, Japan

Joke Voogt

University of Twente, The Netherlands

Rhonda Christensen

Texas Center for Educational Technology, USA

David Moore

Mineral Wells Independent School District, Texas,USA

John Southworth

University of Hawaii, USA

Marie Tada

St. Mary’s International School, Tokyo, Japan

Greg Jones

University of Texas at Austin, USA

This article introduces a framework for classifying informationand communication technologies (ICT) in hands-on science activitiesin K-12 education. Exemplary projects from the USA and theNetherlands demonstrate the potential of the use of ICT. Examplesfrom Japan illustrate how developments in hands-on science in thewestern world have influenced Japan’s educational policy at thenational level, leading toward systematically planned initiatives inthat nation. The impact of hands-on science on student learning isalso discussed. The article concludes with a discussion of possibletechnological, logistical, and pedagogical barriers to wide-scaleimplementation/

From the very first day in school, students should doscience—not study science...

(The American Association for the Advancement of Science, March1993, p. 1).

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Using a ComputerSimulation Before Dissection to Help Students Learn Anatomy

Joseph Paul Akpan

Department Education and Behavioral Science

Morehead University

Morehead, KY 40351 USA

Thomas Andre

Iowa State University

N157 Lagomarcino

Ames, IA 50011-3190 USA

tandre@iastate.edu

The scientific community and the nation’s schools have beenexperiencing a self-proclaimed ethical crisis over animal dissectionin classrooms. While this issue involves intractable ethical andphilosophical positions, one ethical implication of the debate isthat if dissection is used in schools, it should be used for maximumeducational benefit. One intriguing previous finding was that use ofan interactive videodisc dissection learning from subsequent actualdissection. This study examined the prior use of simulation of frogdissection in improving students’ learning of frog anatomy andmorphology. There were four experimental conditions: (a) simulationbefore dissection (SBD), (b) dissection before simulation (DBS), (c)simulation-only (SO), or (d) dissection-only (DO). Results of thestudy indicated that students receiving SBD and SO learnedsignificantly more anatomy than students receiving DBS, DO. Thegenders did not differ in achievement.

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