Advanced Educational Technologies for Mathematics and Science PDF
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NATO ASI Series Advanced Science Institutes Series A series presenting the results of activities sponsored by the NA TO Science Committee, which aims at the dissemination of advanced scientific and technological knowledge, with a view to strengthening links between scientific communities. The Series is published by an international board of publishers in conjunction with the NATO Scientific Affairs Division A Life Sciences Plenum Publishing Corporation B Physics London and New York C Mathematical and Kluwer Academic Publishers Physical Sciences Dordrecht, Boston and London D Behavioural and Social Sciences E Applied Sciences F Computer and Springer-Verlag Systems Sciences Berlin Heidelberg New York G Ecological Sciences London Paris Tokyo Hong Kong H Cell Biology Barcelona Budapest I Global Environmental Change NATO-PCO DATABASE The electronic index to the NATO ASI Series provides full bibliographical references (with keywords and/or abstracts) to more than 30000 contributions from international scientists published in all sections of the NATO ASI Series. Access to the NATO-PCO DATABASE compiled by the NATO Publication Coordination Office is possible in two ways: -via online FILE 128 (NATO-peO DATABASE) hosted by ESRIN, Via Galileo Galilei, 1-00044 Frascati, Italy. -via CD-ROM "NATO-PCO DATABASE" with user-friendly retrieval software in English, French and German (© WTV GmbH and DATAWARE Technologies Inc. 1989). The CD-ROM can be ordered through any member of the Board of Publishers or through NATO~PCO, Overijse, Belgium. Series F: Computer and Systems Sciences Vol. 107 The ASI Series Books Published as a Result of Activities of the Special Programme on ADVANCED EDUCATIONAL TECHNOLOGY This book contains the proceedings of a NATO Advanced Research Workshop held within the activities of the NATO Special Programme on Advanced Educational Technology, running from 1988 to 1993 under the auspices of the NATO Science Committee. The books published so far as a result of the activities of the Special Programme are: Vol. F 67: Designing Hypermedia for Learning. Edited by D. H. Jonassen and H. Mandl. 1990. Vol. F 76: Multimedia Interface Design in Education. Edited by A. D. N. Edwards and S. Holland. 1992. Vol. F 78: Integrating Advanced Technology into Technology Education. Edited by M. Hacker, A. Gordon, and M. de Vries. 1991. Vol. F 80: Intelligent Tutoring Systems for Foreign Language Learning. The Bridge to International Communication. Edited by M. L Swartz and M. Yazdani. 1992. Vol. F 81: Cognitive Tools for Learning. Edited by PAM. Kommers, D.H. Jonassen, and J.T. Mayes. 1992. Vol. F 84: Computer-Based Learning Environments and Problem Solving. Edited by E. De Corte, M. C. Linn, H. Mandl, and L. Verschaffel. 1992. Vol. F 85: Adaptive Learning Environments. Foundations and Frontiers. Edited by M. Jones and P. H. Winne. 1992. Vol. F 86: Intelligent Learning Environments and Knowledge Acquisition in Physics. Edited by A. Tiberghien and H. Mandl. 1992. Vol. F 87: Cognitive Modelling and Interactive Environments in Language Learning. Edited by F. L. Engel, D. G. Bouwhuis, T. Basser, and G. d'Ydewalle. 1992. Vol. F 89: Mathematical Problem Solving and New Information Technologies. Edited by J. P. Ponte, J. F. Matos, J. M. Matos, and D. Fernandes. 1992. Vol. F 90: Collaborative Learning Through Computer Conferencing. Edited by A. R. Kaye. 1992. Vol. F 91: New Directions for Intelligent Tutoring Systems. Edited by E. Costa. 1992. Vol. F 92: Hypermedia Courseware: Structures of Communication and Intelligent Help. Edited by A. Oliveira. 1992. Vol. F 93: Interactive Multimedia Learning Environments. Human Factors and Technical Considerations on Design Issues. Edited by M. Giardina. 1992. Vol. F 95: Comprehensive System Design: A New Educational Technology. Edited by C. M. Reigeluth, B. H. Banathy, and J. R. Olson. 1993. Vol. F 96: New Directions in Educational Technology. Edited by E. Scanlon and T. O'Shea. 1992. Vol. F 97: Advanced Models of Cognition for Medical Training and Practice. Edited by D. A. Evans and V. L. Patel. 1992. Vol. F 104: Instructional Models in Computer-Based Learning Environments. Edited by S. Dijkstra, H. P. M. Krammer, and J. J. G. van Merrienboer. 1992. Vol. F 105: Designing EnvironmentsforConstructive Learning. Edited byT. M. Duffy, J. Lowyck, and D. H. Jonassen. 1993. Vol. F107: Advanced Educational Technology for Mathematics and Science. Edited by D. L. Ferguson. 1993. Advanced Educational Technologies for Mathematics and Science Edited by David L. Ferguson State University of New York at Stony Brook Departments of Technology and Society and Applied Mathematics and Statistics Stony Brook, NY 11794-2250, USA Springer-Verlag Berlin Heidelberg GmbH Proceedings of the NATO Advanced Research Workshop on Advanced Educational Technologies in the Teaching of Mathematics and Science, held in Milton Keynes, U.K., July 12-14, 1990 CR Subject Classification (1991 ): K.3, J.2 ISBN 978-3-642-08152-1 ISBN 978-3-662-02938-1 (eBook) DOI 10.1007/978-3-662-02938-1 This work is subject to copyright. Ali rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must always be obtained from Springer-Verlag. Violations are liable for prosecution under the German Copyright Law. © Springer-Verlag Berlin Heidelberg 1993 Originally published by Springer-Verlag Berlin Heidelberg New York in 1993 Softcover reprint of the hardcover 1st edition 1993 Typesetting: Camera ready by authors 45/3140-5 4 3 2 1 O -Printed on acid-free paper Preface This book is the outgrowth of a NATO Advanced Research Workshop, held in Milton Keynes (United Kingdom) in the summer of 1990. The workshop brought together about 30 world leaders in the use of advanced technologies in the teaching of mathematics and science. Many of these participants commented that the workshop was one of the more productive and exciting workshops that they had attended. It was not uncommon to see participants engaged in informal discussion far into the evenings and early mornings, long after formal sessions had ended. It is my hope that this book captures the substance and excitement of many of the ideas that were presented at the workshop. Indeed, the process by which this book has come about has given every opportunity for the best thinking to get reflected here. Participants wrote papers prior to the workshop. After the workshop, participants revised the papers at least once. In a few instances, three versions of papers were written. Some participants could not resist the urge to incorporate descriptions of some of the newer developments in their projects. The papers in this book demonstrate how technology is impacting our view of what should be taught, what can be taught, and how we should go about teaching in the various disciplines. As such, they offer great insight into the central issues of teaching and learning in a wide range of disciplines and across many grade levels (ranging from elementary school through undergraduate college education). The book has two major parts: "Advanced Technologies in the Teaching of Science" and "Advanced Technologies in the Teaching of Mathematics." The reader should be aware that this categorization of papers is somewhat artificial. Many of the "science papers" deal with important underlying mathematical concepts. Similarly, many "mathematics papers" address ways of thinking that are productive in doing science. As a reader, you may find that you are drawn more to specific types of learning environments regardless of the primary discipline involved. VI The papers reflect examples drawn from a wide range of fields, including mathematics, physics, computer science, engineering, chemistry and biology. Some examples demonstrate the use of software in teaching difficult, but restricted, concepts within a discipline. Other examples show an integrated approach that exploits the power of educational software throughout a course. Some conceptual notions are pervasive in many of the papers. In particular, the notions of discovery, representation, qualitative models for reasoning, model building, and the management of complexity are key elements III numerous papers. We see how microworlds, microcomputer-based laboratories, modeling software, intelligent tutoring systems and other tools support students' efforts in solving problems. Acknowledgements This book would not have been completed without the extensive editorial assistance that I received from a mother and daughter team: Trudy and Ann Cochran. Ann, a former graduate student of mine, is one of the more versatile and outstanding students that I have known. I can only hope that one day Ann and Trudy will call on me, where the roles are reversed, and that I can support them in a project that is as vital to them as this one has been to me. Stony Brook, New York David L. Ferguson January 1993 Table of Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XI David L. Ferguson Part 1. Advanced Technologies in the Teaching of Science Using Technology to Teach Thermodynamics: Achieving Integrated Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Marcia Linn, Nancy Butler Songer, Eileen Lob Lewis & Judy Stern LEGO/Logo and Electronic Bricks: Creating a Scienceland for Children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Fred Martin and Mitchel Resnick Modelling and Theory Building: Technology in Support of Student Theorizing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Robert F. Tinker Courseware for Introductory Foundations of Computer Science. . " 115 Peter B. Henderson Learning Electricity and Cognitive Modeling. . . . . . . . . . . . . . . . . . . .. 1 5 1 Michel Caillot The Didactic Potential of Computer Aided Modeling for Physics Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1 65 Horst P. Schecker The Computer as a Conceptual Lab: Learning Dynamics with an Exploratory Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 209 Vitor Duarte Teodoro VIII Oscillating Reactions: Cognitive Theory Approach. . . . . . . . . . . . . . .. 233 Michele Trimarchi and Paolo Manzelli Intelligent Learning Technology for Science Learning. . . . . . . . . . . .. 25 3 Philippe C. Duchastel The Use of Interactive Software for the Exploration of Simple Feedback Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 9 Claude Janvier Teaching Operations Research Using "Home Made" Software. 305 Joao N. Clfmaco, C. Henggeler Antunes and Joao P. Costa Learning Problem Solving Through Computer Programming. 339 Emrah Orhun Interactive Learning and Biology: A Hypermedia Approach. . . . . . 363 Wendy Hall, Gerard Hutchings, Les Carr, Peter Thorogood and Brian Sprunt Part 2. Advanced Technologies in the Teaching of Mathematics Interrelationships Between Mind and Computer: Processes, Images, Symbols. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 85 David Tall Deconstructing Microworlds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1 5 Celia Hoyles and Richard Noss Productivity Tools as an Integrated Modeling and Problem Solving Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 9 Ali Riza Kaylan Software to Think With: The Case of Algebra. . . . . . . . . . . . . . . . . .. 46 9 Judah L. Schwartz IX Understanding Concepts in Algebra Using Linked Representation Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 497 Michal Yerushalmy Computers in Teaching and Learning Discrete Mathematics and Abstract Algebra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 25 Ed Dubinsky Symbolic Computation Systems and Algebraic, Graphical, and Numerical Viewpoints in Elementary Calculus. . . . . . . . . . . . . . . . . .. 565 Arnold Ostebee Experiences of Computer Laboratory in Mathematics Teaching. . . .. 585 Maria Teresa Galizia, Maria Mascarello, Anna Rosa Scarafiotti and Carla Marconi Mathematics and Technologies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 6 1 7 Michele Emmer Intelligent Tutoring Systems and Mathematics: A Survey of What's Going on in France. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 647 Martial Vivet, Elisabeth Delozanne and Elisabeth Carriere The Computer: Some Changes in Mathematics Teaching and Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 6 8 7 Bernard Cornu An Introductory Course in Quantitative Methods: Computers in the Teaching of Problem Solving to College Students. . . . . . . . . . . . .. 709 David L. Ferguson Biographies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 3 5 Subject Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 739
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