For the everyday education of students in schools, objects are made available to teachers that illustrate subject matter and make it comprehensible. These objects are created to make something visible, so that it can be presented, worked on, and understood. This article starts from the assumption that didactic objects are not neutral media: In the…

We redesigned the undergraduate introductory biology course by writing a new textbook ("Integrating Concepts in Biology" ["ICB"]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big…

Mobile devices, such as tablets and smart phones, are increasingly being utilised as tools for education, with tablets such as the Apple iPad being introduced into many classrooms. These devices are seen as enablers of learning through a fun, interactive interface; however the process of producing a pedagogically valid, yet entertaining…

Uses of Intermedia, computer software designed to help instructors express relationships between concepts in the sciences and humanities, are discussed. The kinds of educational problems Intermedia was intended to address are described, some materials created using it are surveyed, and experiences with Intermedia in various educational contexts…

Describes the use of concept maps as a metacognitive tool to help chemistry teachers and learners improve teaching and learning. Concept maps were used in response to changes in the conceptions of the nature of scientific knowledge and in how learning occurs. Concept maps are valuable in documenting and exploring the restructuring of conceptual…

Development of two interactive videodisks in space science for middle-school-age children is described, and suggestions for development of affordable and successful interactive products are offered. The first interactive program is a touchscreen exhibit designed for museum use, and the second is a classroom tool for teaching a planetary sciences…

The objectives of the SUMIT project was to develop, evaluate, and disseminate 20 course modules (microcomputer programs) for instruction in general biology and ecology. To encourage broad utilization, the programs were designed for the Apple II microcomputer and written in Applesoft Basic with a user-adaptable format. Each package focused on a key…

Describes the hands-on learning approach and materials developed by TERC (formerly Technology Education Research Centers) for teaching science and mathematics to elementary and secondary students, including software for microcomputer-based labs, networked learning, and data analysis; teacher training workshops and curriculum development tools; and…

This paper introduces and reports upon lessons learned during the development phase of the Lord Kelvin Middle School Science Program. For the past two years, a set of tools to help middle school students learn science in a way that uses the full power of today's technology has been under development. Lord Kelvin is a robust collection of science…

This report describes phase 1 of a projected 2-phase project designed to investigate the feasibility of developing an interactive videodisc to teach math and science concepts to preschool handicapped children. A videodisc system is proposed that would allow children to manipulate real-world objects in order to acquire concrete knowledge about…

Many students, even after formal science instruction, have not developed a scientifically acceptable concept of "living,""animal," or "plant." Therefore, as part of the action-research phase of the Learning in Science Project, a working group was formed to explore (with teachers) some possible strategies aimed at…

In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Chemistry Action-Research Group considered problems related to the teaching and learning of ideas associated with particles and physical/chemical changes. Based on findings during the…

In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Physics action-research group considered problems related to the teaching and learning of ideas associated with force and motion, suggesting that children's ideas of these concepts might…

In its fourth year, Project MASTER served 477 Spanish-speaking students in 5 elementary schools in the Bronx. The teaching strategy was holistic, integrating all aspects of the curriculum with English-language learning through science projects. The project developed curriculum materials, stressing attitudes toward and knowledge of science topics,…

This project developed 46 units of science activities suitable for individual use outside of school by elementary school children (K-6) with supervision by an adult advisor. Focusing on the physical, biological, earth, and health sciences, experimental work, and science processes, the materials (obtained at home or in supermarkets) are designed to…