Main description:

Microcomputer-based labs, the use of real-time data capture and display in teaching, give the learner new ways to explore and understand the world. As this book shows, the international effort over a quarter-century to develop and understand microcomputer-based labs (MBL) has resulted in a rich array of innovative implementations and some convincing evidence for the value of computers for learning. The book is a sampler of MBL work by an outstanding international group of scientists and educators, based on papers they presented at a seminar held as part of the NATO Special Programme on Advanced Educational Technology. The story they tell of the development of MBL offers valuable policy lessons on how to promote educational innovation. The book will be of interest to a wide range of educators and to policy makers.

Contents:

Origins of Innovation.- The Spread of Acceptance.- The Paucity of the Literature.- The Nature of Proof.- Standards.- Fusion of Educational Technologies.- I: Overview.- From Separation to Partnership in Science Education: Students, Laboratories, and the Curriculum.- 1.1 Overview.- 1.2 Developing Views of the Science Learner.- 1.3 An Example: The Computer as Learning Partner.- 1.4 The Role of the Science Laboratory.- 1.5 The Goals of the Science Curriculum: How Have They Changed?.- 1.6 Conclusions.- References.- 2. Trends and Techniques in Computer-Based Educational Simulations: Applications to MBL Design.- 2.1 Introduction: Computer-Based Simulations and MBLs in Science Education.- 2.2 Trends and Techniques.- 2.3 Purposes of the Analysis.- 2.4 Conceptualizing the Domain, ?Understanding Complex Systems?.- 2.5 Visualization and the Critical Transitions.- 2.6 Interactivity and the Critical Transitions.- 2.7 Intelligence and the Critical Transitions.- 2.8 Applying the Trend Analysis to MBLs.- 2.9 MBLs, MMLs, and Simulations: Mutual Enrichment.- References.- 3. MBL, MML and the Science Curriculum-Are We Ready for Implementation.- 3.1 Introduction.- 3.2 Trends in Science Curriculum Development.- 3.3 MBL, MML and the Science Curriculum.- 3.4 Dilemmas on Implementing MBL and MML Science Learning Environments.- References.- II: Research.- 4. Using Large-Scale Classroom Research to Study Student Conceptual Learning in Mechanics and to Develop New Approaches to Learning.- 4.1 Introduction.- 4.2 Evaluating Student Learning of Motion (Kinematics) Concepts in Traditional and MBL Environments.- 4.3 Evaluating Student Learning of Force and Motion (Dynamics) Concepts in Traditional and MBL Environments.- 4.4 Hierarchical Understanding of Motion and Force Concepts.- 4.5 MBL Interactive Lecture Demonstrations: Using Non-Traditional Methods to Improve Traditional Lecture Instruction.- 4.6 Exploring the Significance of the Dynamics Questions on the Force and Motion Conceptual Evaluation.- Conclusions.- References.- 5. A New Mechanics Case Study: Using Collisions to Learn about Newtons Third Law.- 5.1 Introduction.- 5.2 The New Mechanics Sequence.- 5.3 Helping Students Understand the Third Law.- 5.4 Assessing Learning Gains for Third Law Concepts.- 5.5 Conclusions.- 5.6 Acknowledgments.- Appendix: Conceptual Questions on Newtons Third Law.- 6. Teaching Electric Circuit Concepts Using Microcomputer-Based Current/Voltage Probes.- 6.1 Introduction.- 6.2 The Electric Circuit Conceptual Evaluation.- 6.3 The Microcomputer-Based Current/Voltage Probes and Electric Circuit Curriculum.- 6.4 Evidence for Learning Gains.- 6.5 Conclusions.- Acknowledgements.- References.- Appendix: Electric Circuit Conceptual Evaluation.- 7. Learning and Teaching Motion: MBL Approaches.- 7.1 Introduction.- 7.2 Rationale.- 7.3 Contexts of the Pedagogical Interventions.- 7.4 Content and Specific Objectives of the Interventions.- 7.5 Learning Settings and Materials.- 7.6 Activities Examples.- 7.7 Conclusions.- References.- 8. Study of Pupils' Skills of Graphical Interpretation with Reference to the Use of Data-Logging Techniques.- 8.1 The Claims Made for Graphs.- 8.2 Skills Required for Creating and Manipulating Graphs.- 8.3 Skills Required for Analysing and Interpreting Graphs.- 8.4 Software Design.- 8.5 Teaching and Learning Strategies.- References.- 9. On Ways of Symbolizing: The Case of Laura and the Velocity Sign.- 9.1 Introduction.- 9.2 Ways of Symbolizing.- 9.3 The Case Study.- 9.4 Passage 1: Graphing the Motion Shown in a Videotape.- 9.5 Passage 2: Directionality and Velocity Sign.- 9.6 Passage 3: Refining the Velocity Sign.- 9.7 Discussion.- References.- 10. Microcomputer-Based Laboratories in Inquiry-Based Science Education-An Implementation Perspective.- 10.1 Introduction.- 10.2 Courseware Characteristics.- 10.3 Design of the Study.- 10.4 Results.- 10.5 Discussion.- References.- III: MBL and Learning.- 11. Computer Modelling for the Young-and Not So Young-Scientist.- 11.1 Dynamic Modelling.- 11.2 Cell Modelling System.- 11.3 Semi-Quantitative Modelling.- 11.4 WorldMaker.- 11.5 A Journey Through Modelling.- References.- 12. Computer Applications in Physics: The Integration of Information Technology in the Physics Curriculum.- 12.1 Information Technology in the Physics Curriculum of the Upper Level in Secondary Schools of the Netherlands.- 12.2 Computer Applications in Physics: Course Aims and Contents.- 12.3 Successful Implementation through a Coordinated Approach.- 12.4 Classroom Experiences and Some Conclusions.- References.- 13. Global Lab: From Classroom Labs to Real-World Research Labs.- 13.1 Introduction.- 13.2 Three Strategic Objectives.- 13.3 Delivering on the Promise.- 13.4 The Success of the Global Lab.- 13.5 Examples.- 13.6 An MBL for the Field.- 13.7 Conclusion.- 14. Dynamic Physical Representation of Real Experiments.- 14.1 Developing Adequate Physical Concepts.- 14.2 A Generic Approach to Make Physics Learning More Successful: Qualitative Understanding and Active Working with Ones Own Ideas.- 14.3 Computer-Supported Experiments as a Basis for Experience.- 14.4 Advantages of Different Notation Systems Compared to Traditional Graphs.- 14.5 Dynamic Physical Representation of Experiments.- 14.6 Examples of Physical Representations of Real Experiments.- 14.7 Didactic Goals of Dynamic Physical Representations.- 14.8 Realizing and Using the Dynamic Physical Representation.- Acknowledgements.- References.- 15. Changing Misconceptions Through MBL-A Concept for Lab-Sessions.- 15.1 A Lack of Qualitative Understanding.- 15.2. What Can We Do to Develop Physics Concepts?.- 15.3 Comprehension Experiments in Addition to Measuring Experiments 2:.- 15.4. An Example of Comprehension Experiments: The Gravitational Pendulum.- 15.5 Suitable Software Is Required.- 15.6 A Challenge to Change Concepts.- References.- 16. Teaching Mechanics Through Interactive Video and a Microcomputer-Based Laboratory.- 16.1 Introduction.- 16.2 Current Trends in Physics Teaching in the Netherlands.- 16.3 The Need for Interactive Video and a Microcomputer-Based Laboratory (IV/MBL).- 16.4 The Project Materials and Their Implementation.- 16.5 Results.- 16.6 Conclusions and Recommendations.- References.- 17. Wanting to Know: Interactive Video Providing the Context for Microcomputer-Based Laboratories.- References.- IV: Hardware and Software Systems.- 18. The Development of a Communication Protocol for School Science Laboratory Equipment.- 18.1 Introduction.- 18.2 Objectives of the Protocol.- 18.3 A Technical Overview of a Data Capture System Specification for Schools.- 18.4 In Conclusion.- References.- Appendix 1.- Appendix 2: The Software-Independent Data Format.- 19. Software: Integration, Collaboration, Standards, and Progress.- 19.1 Introduction.- 19.2 Standards.- 19.3 Spreadsheets.- 19.4 Symbolic Mathematics.- 19.5 Programming for Problem Solving.- 19.6 Hypermedia Tools.- 19.7 Video.- 19.8 Computer-Based Video.- 19.9 Simulations.- 19.10 Microcomputer-Based Laboratories.- References.- 20. IP-Coach-A Useful Tool for Universities in Developing Countries.- 20.1 Introduction.- 20.2 Short Description of IP-Coach.- 20.3 Positive Findings.- 20.4 Some Limitations.- 20.5 Recent Use of IP-Coach in Universities in Asia.- 20.6 Concluding Remarks.- References.- 21. The CALIOPE: A Computer-Assisted Laboratory Instrument Oriented to Physics Education.- 21.1 Introduction.- 21.2 The Aims of CALIOPE.- 21.3 Hardware Architecture.- 21.4 Graphical User Interface.- 21.5 Laboratory Examples.- 21.6 Conclusions.- References.- 22. Bremer Interface System: Didactic Guidelines for a Universal, Open, and User-friendly MBL System.- 22.1 Categories of MBL Materials.- 22.2 Didactic Guidelines for the Development of BIS.- 22.3 The System Components.- 22.4 Sample Applications of BIS.- 22.5 Conclusion.- References.- 23. Some Experiments in Physics Education: Using a Force Sensor Connected to a Computer.- 23.1 ?The Measuring Tool?A Data Collecting and HandlingSystem.- 23.2 The Force Sensor.- 23.3 Some Experiments Using the Force Sensor.- 23.4 Discussion.- 24. Microcomputer-Based Laboratories at A. Mickiewicz University.- 24.1 Introduction.- 24.2 Computer Science in Polish Schools.- 24.3 On-line Experiments: Thermal Conductivity.- 24.4 Microcomputer-Based Laboratories.- 24.5 MBL in Teaching Students of Physics and Physics Teachers.- 24.6 New Experiments in MBL.- References.- 25. Microcomputer-Based Laboratory-The Observation of Light Diffraction and Interference Patterns.- 25.1 Introduction.- 25.2 Experiment.- 25.3 Conclusions.- References.- List of Contributors.