Discussed is the integration of microcomputers into the science laboratory curriculum. The approach provides an exposure to important aspects of computer technology while preserving concrete experiences provided by hands-on laboratories. (CW)

Reviewed are 41 software packages. Many topic areas are covered. A brief synopsis, grade levels, hardware requirements, and approximate cost are included. A list of 23 software producers is included. (CW)

Six activities complete with reproducible worksheets are presented. Materials and procedures for each are listed. Answers to the quiz and crossword puzzle are included. Topics include the water cycle, the world's oceans, the ocean floor, and fish. (CW)

Describes the implementation and field testing of PsychWare, a courseware package for introductory psychology developed and field tested at New York Institute of Technology. Highlights include the courseware package (10 software programs, a faculty manual, and a student workbook), and instructional design features (simulations, real-time…

Reports on an attempt to bring about conceptual change in children's concept of speed by the teaching of the science of speed emphasizing an integrated hands-on experience. Reports that it may be possible to modify naive conceptions by teaching that targets particular concepts. (Author/YP)

Describes a project that prepares teachers to be computer literate by writing computer programs, constructing computer modules, and then integrating the teacher generated hardware and software into science laboratory experiences. Presents goals, descriptions of interface modules, reaction of participants, and objectives. (MVL)

Described is an application of educational technology that serves 700 students enrolled in 7 biology courses. Audiovisual and computer-assisted instruction are included. The integration of interactive audio with computer software is highlighted. (CW)

Reviewed are seven computer software packages including "Frog Dissection Lab Report,""Backyard Birds,""LEGO TC Logo,""Alcohol--Four Interactive Programs,""Windows on Science--Life Science,""Climate and Weather/Our Town Database," and "Weeds to Trees." Discussed are availability, features, strengths, and weaknesses. (CW)

Activities that may take place in a greenhouse are discussed. Included are learning how to grow plants, plant growth, soil, vegetative reproduction, and plant habitat adaptations. Materials, procedures, and results are presented for the activities. (CW)

Described are two applications of computers in chemistry. The multilinear equations and procedures used in obtaining a least-squares solution for curve fitting in chemistry are presented. Also discussed is the program "ATORB" which can be used to generate graphs of probable electron clouds for various atoms and molecules. (CW)

Presents several fun activities and teacher demonstrations which simplify terms and condense science concepts for teaching about the lever, wedge, wheel and axle, screw, pulley, and the inclined plane. Includes objectives, materials, procedures, suggested follow-up assignments, and diagrams. (RT)

Describes study that investigated the impact of computer ownership and lab attendance on College of Business students' performance on an examination and in an introductory course on information systems. Results indicated that both owning a computer and attending lab sessions were associated with a student earning a better course grade. (10…

Provides two demonstrations: (1) electrolyte migration of ions using colored ions which cross a strip of gelatin allowing for noticeable migration; and (2) photochemical reduction of Fe+3 by the citrate ion. Points out both reactions can be done in a Petri dish using common lab materials. (MVL)

Discusses several issues important to chemistry: enticing top-notch students into the discipline, keeping up with the tremendous growth of chemical information, and promoting chemistry to the general public. Suggests eight methods to answer these issues. (MVL)

Teaching creative thinking can be accomplished by activities in which the teacher asks questions of the students which require divergent thinking. The activities in this article do not require equipment, supplies or manipulatives. They consist of questions, possible student answers, and suggestions for follow-up. (CW)