The educational software that is now available will enable you to turn the computer in a science laboratory and activity center. The computer can be used to simulate nature quickly without the usual mess, and the with addition of a simple interface box and probes, it can be used to do sophisticated science experiments with ease.
It is helpful to organized the workspace in the computer area of the classroom so that teams of students can perform investigations. Students should be encouraged to think in terms of "What if..." and be provided with the materials and knowledge that will enable them to set up experiments that test their questions.
Simulations allow one or more variables in an experiment to be controlled. High-quality software is available in the areas weather forecasting, space flight, flight simulations, ecology, volcanology, chemistry, physics, genetics, and many other topics. An earth-science simulation, for example, called Volcanoes from Earthware Computer Service allows students to predict eruptions of mythical volcanoes. The Galactic Prospector from Walt Disney Personal Computer Software gives students access to data gathered from satellites and core drillings as they search for oil, gas and various minerals.
Although simulations are no substitute for hands-on science activities, they do help students develop concepts and the ability to solve problems using logical methods. As you examine science teaching software, you should begin to think in terms of integrating it with the ongoing science curriculum. How can a particular software simulation be used in coordination with hands-on science instruction?
The computer can be a tool to promote conceptual change among students. At the Harvard Educational Technology Center a series of science units have been developed in which a hands-on approach and computer-based modeling and experimentation have been integrated to help students develop an understanding of science concepts. The unit entitled Weight and Density uses a conceptual change curriculum design (learning cycle) in which students explore concepts of weight and density qualitatively using hands-on experiences as well computer-based simulations. The second phase of the unit introduces the students to a quantitative understanding of weight and density, again using hands-on experiences and the computer. In the third phase of the unit students investigate thermal expansion. Researchers reported that a teaching approach integrating hands-on science with computer-based modeling was effective in bringing about conceptual change---students were able to differentiate between weight and density. However, it was also reported that the method was not effective with all students. One of the recommendations made was to design ways of making students more aware of their misconceptions, and how to exploit the work of the computer and small group activities to promote more active dialogue among the students.