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Computer assisted learning in science education
COMPUTER ASSISTED LEARNING SCIENCE EDUCATION
IN
PREFACE This publication deals with several aspects of computer particular. it illustrates two important features:
assisted
learning
(CAL) in the U.K.
(i) the impetus given to CAL by the National Development Programme in Computer Learning (NDPCAL). (ii) the variety of approaches to CAL employed by member institutions of the Physical Program Exchange (PSPE) which is. itself, a project within NDPCAL.
In
Assisted Sciences
Although publication of our book nearly coincides with the end of NDPCAL’s 5-year lifetime. it by no means indicates the end of CAL. Indeed. the titles of the article alone indicate that institutionalisation of CAL is already in progress throughout the United Kingdom. When we come to read the text of each article it becomes clear that CAL in the U.K. has a style of its own. We begin with an overview of the computer as a science resource by Richard Hooper. Director of NDPCAL. Then. moving quickly through simple numerical and graphical simulations. we compare the elegance of John McKenzie’s Computer Graphics. with Tom Vincent’s small, dedicated system. We follow this with John Lee’s exposition of very-nearly-studentproof statistics programs. and then pause. with Terry Hinton. to examine the “how” and “why” of CAL in physics education-just what are the best ways to use CAL? Convinced by these arguments. we read detailed presentations of quite specific applications of the computer as a laboratory aid at Loughborough University. The final article examines contrasting aspects of CAL implementation: do we share resources. usually with large machines and, ultimately, through regional networks or is it adequate to use a small, inexpensive dedicated system? I hope that this book will stimulate fruitful discussion arId an interchange of ideas between practising teachers who may or may not be convinced that CAL is “here to stay” (as we are told by Hooper). My thanks go to my co-authors for their co.operation in the preparation of this publication. We also thank the publishers who have provided us with the means of expressing our opinions about a young but dynamic subject. Project Director. Physical Sciences
GRAHAM BEECH
Program
Exchange
IN
PREFACE This publication deals with several aspects of computer particular. it illustrates two important features:
assisted
learning
(CAL) in the U.K.
(i) the impetus given to CAL by the National Development Programme in Computer Learning (NDPCAL). (ii) the variety of approaches to CAL employed by member institutions of the Physical Program Exchange (PSPE) which is. itself, a project within NDPCAL.
In
Assisted Sciences
Although publication of our book nearly coincides with the end of NDPCAL’s 5-year lifetime. it by no means indicates the end of CAL. Indeed. the titles of the article alone indicate that institutionalisation of CAL is already in progress throughout the United Kingdom. When we come to read the text of each article it becomes clear that CAL in the U.K. has a style of its own. We begin with an overview of the computer as a science resource by Richard Hooper. Director of NDPCAL. Then. moving quickly through simple numerical and graphical simulations. we compare the elegance of John McKenzie’s Computer Graphics. with Tom Vincent’s small, dedicated system. We follow this with John Lee’s exposition of very-nearly-studentproof statistics programs. and then pause. with Terry Hinton. to examine the “how” and “why” of CAL in physics education-just what are the best ways to use CAL? Convinced by these arguments. we read detailed presentations of quite specific applications of the computer as a laboratory aid at Loughborough University. The final article examines contrasting aspects of CAL implementation: do we share resources. usually with large machines and, ultimately, through regional networks or is it adequate to use a small, inexpensive dedicated system? I hope that this book will stimulate fruitful discussion arId an interchange of ideas between practising teachers who may or may not be convinced that CAL is “here to stay” (as we are told by Hooper). My thanks go to my co-authors for their co.operation in the preparation of this publication. We also thank the publishers who have provided us with the means of expressing our opinions about a young but dynamic subject. Project Director. Physical Sciences
GRAHAM BEECH
Program
Exchange