A lot of confusion exists around the issue of how computers should be used in science education. We should start with the notion of computer literacy, and then use this concept as we think about goals for computer-based science teaching.
Computer use in the science classroom should be based on how computers are used in the real word of science and society. For example I am writing these words on a Macintosh computer using a word processing program in conjuction with a web editor. Using the computer as a word processor or for publishing pages on the Web should be as common as using a telephone, yet in our schools students rarely use the computer as a writing or publishing tool in the context of science education. Computers are used by scientists to study natural environments and phenomena. How much opportunity do students have to use the computer to explore models of atoms, clouds, weather patterns, and concepts as specific as density?
Computer literacy must be linked to the use of the computer in the real world. Thus we might define computer literacy "as the skills and knowledge that will allow a person to function successfully in an information-based society." As Upchurch and Lockhead point out, the computer's use has evolved from simple computing functions to the computer as an "knowledge manipulator." They point out that the computer as a knowledge manipulator allows students to use the computer as a tool to solve day-to-day problems.
Joseph Abruscato, in his book Children, Computers, and Science Teaching: Butterflies and Bytes suggests that computers can be used to foster an atmosphere of curiosity and learning, and sees the computer as a knowledge manipulator as well.
In reviewing the use of computers in science classrooms he has suggests four goal areas as follows:
1. An object that the learners study as they would a butterfly or a light bulb. Topics studied might include such questions as
a. What are the parts of a computer?b. How do computers affect people's lives?
2. A medium of instruction that the science teacher uses with other teaching strategies. For example, the teacher might provide learners with "teaching programs" that help students learn.
a. The names of the planets in the solar system and their relative positions from the sun.b. The concept of a food chain.
c. The reasonableness of various hypotheses about dinosaur extinction.
3. A homework and research tool that enables learners to more effectively carry out science activities, record observations, and produce charts or graphs of information gathered. For example, a learner could use the computer to
a. Keep a list of her observations about the number of chirps per minute made by a cricket at room temperature.b. Make a chart of data about cricket chirps.
c. Write a sample program that predicts how many times the cricket will chirp in one minute at 0 degrees centigrade.
d. Use a simple word processor to summarize conclusions about the effect of temperature on cricket chirps.
4. A science teacher's aide. The computer can help teachers manage student records. Examples include:
a. Keeping a list of students' names, and the quality of various science activities completed by each.b. Using the computer as a word processor, and to write notes to learners about the quality of their work.
c. Creating individual progress graphs for each learner, showing the results of reports or quizzes that have been completed during the year.
d. Using a computer program that reminds the teacher of the science materials that need to be provided to students prior to each science activity.
The computer can be an effective medium of learning in the science classroom. It is important to keep in mind that computer as a medium for learning. Below are four different approaches or uses for the microcomputer in the context of science education. In each of these uses, computer software is an important aspect of the microcomputer. Thus as you review software you might want to examine the software in light of the National Science Teachers Association computer software evaluation form (Inquiry Activity 8-2).
We'll examine the use of the computer in the classroom in light of the following mediums: data base, tutor, communication link, science laboratory, and science writing tool.