Technology, Science Teaching, and Literacy A Century of Growth
This book deals with the use of technology in science teaching. The author is not, nor has ever had an intention of being a “techie. ” Rather, I spent the first decade of my professional life as a high school physics teacher, making occasional uses of tec
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INNOVATIONS IN SCIENCE EDUCATION AND TECHNOLOGY Series Editor: Karen C. Cohen, Harvard University, Cambridge, Massachusetts Are Schools Really Like This?: Factors Affecting Teacher Attitude toward School Improvement J. Gary Lilyquist Education for a Sustainable Future: A Paradigm of Hope for the 21st Century Edited by Keith A. Wheeler and Anne Perraca Bijur The Hidden Curriculum—Faculty-Made Tests in Science Part 1: Lower-Division Courses Part 2: Upper-Division Courses Sheila Tobias and Jacqueline Raphael Internet Links for Science Education: Student–Scientist Partnerships Edited by Karen C. Cohen Place of Science in a World of Values and Facts Loucas G. Christophorou Science, Technology, and Society: A Sourcebook on Research and Practice Edited by David D. Kumar and Daryl E. Chubin Technology, Science Teaching, and Literacy: A Century of Growth Kenneth P. King Time for Science Education Michael R. Matthews Web-Teaching: A Guide to Designing Interactive Teaching for the World Wide Web, Second Edition David W. Brooks, Diane E. Nolan, and Susan M. Gallagher
A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher.
Technology, Science Teaching, and Literacy A Century of Growth
Kenneth P. King Northern Illinois University DeKalb, Illinois
KLUWER ACADEMIC PUBLISHERS NEW YORK, BOSTON, DORDRECHT, LONDON, MOSCOW
eBook ISBN: Print ISBN:
0-306-47653-3 0-306-46550-7
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To Tina, Marshall, and Harrison For patience, support, and love
Preface to the Series
The mandate to expand and improve science education is an educational imperative and an enormous challenge. Implementing change, however, is complicated given that science as well as science eduation is dynamic, continually incorporating new ideas, practices, and procedures. Science and science education take place in varying contexts and must deal with amazingly rapid technological advances. Lacking clear paths for improvement, we can and should learn from the results of all types of science education, traditional as well as experimental. Successful reform of science education requires careful orchestration of a number of factors which take into account technological developments, cognitive development, societal impacts and relationships, organizational issues, impacts of standards and assessment, teacher preparation and enhancement, as well as advances in the scientific disciplines themselves. Understanding and
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