This report reviews a set of highly interactive, graphic, computer-based, learning modules on scientific literacy, developed in the Educational Technology Center at the University of California, Irvine. The modules, the Scientific Reasoning series, and their underlying philosophy are discussed. These modules suggest a direction for highly improved science education. No similar instructional materials are available.
From this activity, we draw conclusions about the future of science education.
Development was supported by the Fund for the Improvement of Postsecondary Education, and by the National Science Foundation. Conversion to personal computers has been sponsored by computer companies. The modules are available from IBM, as the Scientific Reasoning Series.
Ten modules cover areas in mathematics and science. The units are usable from junior high students to adults. The average student would require about twenty hours to complete the modules.
The interactive computer units concern public understanding of science, the nature of scientific knowledge. The fundamental goal of the series is to help students to think and reason like the scientist. In this paper we describe the modules, and we discuss the underlying philosophy. We end by suggesting future development.
Science education in many countries, including the United States, is currently held in low esteem. Little time is devoted to science in the elementary and middle schools, and much of the emphasis is on memory. The Scientific Reasoning Series suggests new approaches to science education, using highly interactive learning modules made possible by widespread availability of the personal computer. Ramifications extend beyond this limited amount of material, and suggest directions for the future of science education.
The environments for formative evaluation and revision of these interactive learning units were the public library, science museums, junior high schools, high schools, community colleges, and universities. The materials were improved over several years, through two editions. We have not yet had funding for a full summative evaluation. Further improvement would be possible, but the units are now in good condition.
These learning modules are intended for both children and adults, beginning at about ten years old. Users may have had no previous experience with science, or with computers. Some materials work with ten year old students. Widespread testing, particularly in the library, assures that they are suitable for home computer use.
The principal investigator was Alfred Bork. Project managers were Barry Kurtz and David Trowbridge. The pedagogical designers were excellent science and mathematics teachers. The principal software designer was Stephen Franklin. Extensive revisions were done by Alfred Bork, Stephen Franklin, Augusto Chioccariello, and Alastair Milne. Other staff members of the Educational Technology Center made important contributions.