The science teacher is the key person who has the commitment and the responsibility for carrying out any brand of science education. All of the investments, predictions, and expressions of concern will have little effect on the accomplishment of the broad goals of science education if these are not reflected in the situations in which learning…

What are the capacities of visual arts curricula to engage learning within narrow frameworks of overly "scientistic" standards (Lather, 2007)? With growing emphasis in schools under STEM initiatives and evidence-based standards, the possible cross-pollination of effects that art education may have on a science-centric education may be a…

Harry Keller is president and a founder of Paracomp, Inc., creator and marketer of Smart Science Education. In this interview, Keller talks about himself and what led him to develop Smart Science labs as an online learning technology. He discusses how schools integrate Smart Science labs into their K-12 science curriculum, the major weaknesses in…

The author has never been good at math. When he was in 9th grade, he found gripping joy in Shakespeare, the wives of Henry VIII, the psychosis of Poe, the heroes of various revolutions, the perpetual pillaging of Alsace and Lorraine. However, his interests changed when he enrolled in the Central Virginia Governor's School (CVGS) for Science and…

Examines the history of major achievements in computer science as portrayed by winners of the prestigious Turing award and identifies a possibly unique activity called Theory-Guided Technology (TGT). Researchers develop TGT by using theoretical results to create practical technology. Discusses reasons why TGT is practical in computer science and…

Examines four software packages: (1) "Wordbench"--writing and word processing, grades 9-12 (IBM and Apple); (2) "Muppet Slate"--language arts, grades K-2 (Apple); (3) "Accu-Weather Forecaster"--weather analysis and forecasting, grades 3-12 (modem with IBM or Mac); and (4) "The Ripple That Changed American…

Offers a critique on some of the papers on computers in science teaching that were presented at the 1985 National Association for Research in Science Teaching meeting. Implications for the conduct of research on computers in science learning are also suggested. (JN)

The substance of a commentary (SE 539 500) is a criticism of the over-generalizations by authors of computer-assisted instruction papers at the 1985 annual meeting of the National Association for Research in Science Teaching. This reaction attempts to examine the validity of the criticisms made in the commentary. (JN)

Based on the results of an assessment of 241 teaching-learning programs in biology, chemistry, physics, general science (primary level), and informatics, this article discusses possible criteria for the assessment of educational software. Offers suggestions for potential users, for practitioners of teacher education, and for the developers of…

This discussion of the use of microcomputers to simulate complex situations for classroom use describes the advantages of using simulations, including their adaptability to many subject areas and content fields, their power to explain complex concepts, and their ability to provide variations for individual users. As an example, seven objectives…

Discusses educational effects of the style, content, and quality inherent in several multimedia and desktop-publishing products available to science teachers, including books, interactive software, videos, and computer simulations. (JJK)

Reprinted from the "The Computing Teacher," this collection of nine articles presents information on computer software selection and evaluation. The articles include: (1) "The DISC Model for Software Evaluation and Support Material Design" (Shelley Yorke Rose and Carol Klenow); (2) "Selecting Computer Software--We Take It…

Discusses the computer's role in schools comparing past expectations with present status. Summarizes the constructionist approach and an opponent's claim. Provides eight examples of innovative approaches for using computers in school. (YP)

The role of computer technology in the restructuring of schools in the United States is discussed. Included in the discussion are specific IBM products as well as general topics such as videodisc technology, CD-ROM, networking, and computer software. (CW)

Ways in which computers can contribute to science instruction are described. Science software is classified according to the primary assistance provided the teacher-instruction, information, or measurement and analysis. Drill and practice, simulations, tutorials, interactive videodisc, word processors, spreadsheets, databases, microcomputer-based…