In response to our technological society, the National Council of Teachers of Mathematics recommends decreasing drill and reliance on multiple-choice tests and increasing problem solving and real-world applications. Other recommendations include simulation software to provide mathematical challenges, collaborative learning, and alternative…

The intent of an integrating laboratory was to help pharmacy students learn to solve problems, make decisions, and develop good communication skills. Educational units included exercises in guided design, patient profile review, patient inquiries, extemporaneous prescription compounding, clinical literature evaluation, and videotapes of simulated…

Discussion of the use of computer simulation for laboratory experiments in undergraduate engineering education focuses on work at the University of New South Wales in the instructional design and software development of a package simulating a heat exchange device. The importance of integrating theory, design, and experimentation is also discussed.…

Discusses the integration of videodisc technology into classrooms and presents criteria for evaluating the interactivity of videodiscs. Three levels of interactive videodiscs (IVD) are described, and a criteria checklist is included that evaluates skill development, simulation, feedback, the interaction of the student manual with the electronic…

Suggests using simulation technique in the classroom to illustrate decision making, the perspectives of those in power, and the processes and institutions of government. Uses the simulation of a nuclear emergency alert to identify the issues and problems of nuclear confrontation. Provides instructions and an outline for the class. (NL)

The results of a simulation model of a queuing system are reported. Use in an introductory quantitative analysis course to enhance students' computer and quantitative modeling knowledge is described. (CW)

Describes a game that illustrates the effects of pricing on profit. Students compete against each other in an imaginary industry and become familiar with decision-making processes. Depicts the gameboard, how to make it, and how to use it. (GG)

Hewlett-Packard Corporation grant enabled Harvard Medical School to begin using computer technology in medical educational applications. Hardware and software selection, integration into the curriculum, teaching the use of computers, cost, successful applications, knowledge base access, simulations, video and graphics teaching programs, and…

Describes a computer network developed at the City University of New York Law School that uses device sharing and local area networking to create a simulated law office. Topics discussed include working within a multi-vendor environment, and the communication, information, and database access services available through the network. (CLB)

Described are some computer software that can be used in chemistry classrooms: (1) "Polymer Tacticity in Simulated NMR Spectra"; (2) "Teaching Magnetic Resonance Imaging Using Computer Animation"; (3) "Emergency Response Database"; (4) "An X-ray Diffraction Pattern Simulator"; and (5) "Multiple-Choice…

Discussion of the use of computer simulation in the social sciences highlights types of simulation strategies and their combinations in comprehensive simulations. The strengths and weaknesses of simulations as instructional and research tools are examined, examples are given, and design issues arising in each type are explored. (29 references)…

Describes two simulations for practicing arithmetic skills: "Calculators," simulating the management of a store with a calculator, and "MECC 'Sell' Series," simulating profit-making with different levels of difficulty from grade two to eight. Provides hints for classroom use. (YP)

Summarizes the capabilities of a computer program related to forest fertilization. Provides a description of input parameters, some sample exercises, software specifications, and availability information. Additional references are listed. (Author/RT)

Reflects on the thought and process involved in the development of a series of computer simulations used to help teach a two-semester U.S. history course. Lists common elements in the simulations, describes the simulations, and responds to criticisms. Discusses student reaction to the use of computer simulations in a history course. (LS)

Twenty-six student volunteers participated in an eight-hour self-instructional program and were compared to students in a control group. Analyses of covariance with perceptual ability test indicated that the experimental group statistically significantly outperformed the control group on all but one preparation. (Author/MLW)