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Objectives:
B. Analyzing
1. Data acquisition software and probes help students find out about
laboratory processes
a. Authentic representation of what scientists do
b. Allow greater accuracy and ease of data manipulation
2. Simulation of labs: virtual frog dissection kit
C. Composing
1. Students use word processing more than any other software
2. Writing about science helps clarify concepts
3. Concept mapping software
4. Multimedia software like PowerPoint to organize text, pictures,
etc…
D. Communicating
1. Ultimate science experience is communicating with others
2. Presentations to students, parents, etc…
3. Publishing to internet makes student work available to many
4. Hypermedia
a. Computer-based format for linking information
b. Clickable links let user move from concept to concept
c. Matches model of how people learn
d. Hyperstudio lets student design their own hypermedia packages
5. Computer-Based Laboratories
a. Unlike simulations, actual data is collected with computer help
b. Data can be displayed in real time
c. Hundreds or pre-packaged labs are available
d. Consist of software, an interface, and sensors to collect data (p. 207)
e. Greatly simplified graphing an spreadsheet calculation
f. Calculator-Based labs are beginning to do the same thing (cheaper)
g. Expense, number of computers are limitations
h. Benefits are improvement of attitude, interest in lab (Adams, 1990)
III. The Internet and Science Teaching
A. Email
1. Students can share data, contact the teacher, ask question, etc…
2. Reduces time to interaction; don’t have to wait until next day
3. Partner classes from other schools (www.epals.com)
4. Listserves = computer based mailing list; you can read or post
a. Science related listserves (p. 209)
b. Subscribing and unsubscribing usually fairly simple
c. www.lizst.com or tile.net/lists/ provide many lists to sign up with
5. Newsgroups = same functions as listserve except you must logon
and there is no email clutter
D. Selecting Textbooks
1. Content and organization
a. Logical organization, sequence of difficulty, grouping of topics
b. Accuracy and recentness of information
c. Emphasis on concepts and principles
5. Authors
a. Qualifications (experience, education)
b. Quality of writing, interest, and readability
c. Purpose of book and intended use
6. Useful life
a. Copyright date, revisions, and reprintings
b. Nature of material, rate of obsolescence, years of usability
7. Rating the criteria
0 = book totally lacking in the characteristic
1 = occasional evidence of the characteristic
2 = greater evidence of the characteristic, but still below average
3 = reasonably frequent evidence of the characteristic
4 = excellent evidence of the characteristic
5 = superior in all aspects of the characteristic
E. Readability
1. Probably the most important characteristic of a text
2. Reading levels are quite variable in a given class
3. Select a text that will meet a variety of students’ needs
4. Select a text at or slightly below the grade level of class
5. Readability = sentence construction, sentence length, vocabulary,
syllables, type of print, concept density
6. Several readability formulas exist, they won’t all agree
7. Fry’s Readability Graph is a simple method for classroom teachers