Abstract
Teaching physics in the laboratory, and more specifically the use of computers in the physics laboratory, is a question of worldwide concern. In this manuscript we shall try to validate the use of microcomputer-based laboratories (MBL), on both theoretical and empirical grounds, and their contribution to scientific and technological literacy. Furthermore, we propose a simple MBL laboratory dealing with the voltage–current characteristics of several components and some of its technological implications.
Similar content being viewed by others
REFERENCES
Allen-Sommerville, L. (1996). Capitalizing on diversity. The Science Teacher 63(2): 20–23.
American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy (Project 2061), Oxford University Press, New York.
Arons, A. (1993). Guiding insight and inquiry in the introductory physics laboratory. The Physics Teacher 31: 278–282.
Baker, D., and Leary, R. (1995). Letting girls speak about science. Journal of Research in Science Teaching 32: 3–27.
Baptiste H. Jr., and Key, G. (1996). Cultural inclusion:Where does your program stand? The Science Teacher 63(2): 32–35.
Borghi, L., De Ambrosis, A., and Massara, C. (1991). Physics education in science training of primary school teachers. European Journal of Teacher Education 14, 57–63.
Department of Employment, Education and Training. (1989). Discipline Review of Teacher Education in Mathematics and Science (Vol. 1), Australian Government Publishing Service, Canberra.
Escalada, L., Baptiste H. Jr., Zollman, D., and Rebello, L. S. (1997). Physics for all. The Science Teacher 64(2): 26–29.
Gardner, P. (1999). The representation of science-technology relationships in Canadian physics textbooks. International Journal of Science Education 21: 329–347.
Hake, R. (1992). Socratic pedagogy in the introductory physics laboratory. The Physics Teacher 30: 546–552.
Laws, P. (1997). Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses. American Journal of Physics 65: 14–21.
McIldowie, E. (1998). Teaching voltage-current relationships without Ohm's law. Physics Education 33: 292–295.
Mokros, J. (1986). The impact of microcomputer-based science labs on children's graphing skills. Paper presented at the annual meeting of NARST, San Francisco, CA.
Mokros, J., and Tinker, R. (1987). The impact of microcomputerbased science labs on children's ability to interpret graphs. Journal of Research in Science Teaching 24: 369–383.
National Research Council. (1996). National Science Education Standards, National Academy Press, Washington DC.
Orpwood, G., and Souque, J. (1985). Towards the renewal of Canadian science education. II. Findings and recommendations. Science Education 69: 625–636.
Redish, E. (1994). The implications of cognitive studies for teaching physics. American Journal of Physics 62: 796–803.
Redish, E. (1997). What can a physics teacher do with a computer? In Wilson, J. (Ed.), Conference on the Introductory Physics Course,Wiley, New York. Available at: http://physics.umd.edu/rgroups/ripe/efr/redish.html
Redish, E., Saul, J., and Steinberg, R. (1997). On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics 65: 45–54.
Roth, W. M. (1994). Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching 31: 197–223.
Sabelli, N. (1995). For our children's sake, take full advantage of technology. Computers in Physics 9: 2.
Secretary of State for Education and Science. (1983). Teaching Quality, Her Majesty's Stationery Office, London.
Selin, H. (1993). Science across cultures: Part II. Chinese and Islamic achievements. The Science Teacher 60(4): 38–42.
Shamos, M. (1984). Scientific literacy: Reality or illusion? Paper presented at the 68th annual meeting of AERA, New Orleans, LA.
Shulman, L., and Tamir, P. (1973). Research on teaching in the natural sciences. In Travers, R. (ed.), Second Handbook of Research in Teaching, Rand McNally, Chicago, IL, pp. 1098–148.
Solomon, J., Bevan, R., Frost, A., Reynolds, H., Summers, M., and Zimmerman, C. (1991). Can pupils learn from their own movement? Astudy of a motion sensor interface. Physics Education 26: 345–349.
Thornton, R. (1987). Tools for scientific thinking-microcomputerbased laboratories for physics teaching. Physics Education 22: 230–238.
Thornton, R., and Sokoloff, D. (1990). Learning motion concepts using real-time microcomputer-based laboratory tools. American Journal of Physics 58: 858–864.
Tomorrow 98. (1992). Report from the Commission on Science and Technological Education, Ministry of Education, Jerusalem.
Trumper, R. (1997). Learning kinematics with a V-scope: A case study. Journal of Computers in Mathematics and Science Teaching 16: 91–110.
Waltner, S., and Lehman, T. (1993). When is Ohm's law valid? The Physics Teacher 33: 102–103.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Trumper, R., Gelbman, M. A Microcomputer-Based Contribution to Scientific and Technological Literacy. Journal of Science Education and Technology 10, 213–221 (2001). https://doi.org/10.1023/A:1016673931746
Issue Date:
DOI: https://doi.org/10.1023/A:1016673931746