As science researchers and professors, we have had a fairly broad collection of experiences in using computers, from batch-processing and number crunching in large computer systems using FORTRAN and symbolic languages to teaching problem-solving courses for nonscience students using personal computers. While we claim no special computer expertise, we both own computers and are frequently called upon to offer advice to our colleagues who are greater novices than we are. Hence, on the basis of reflections on our experiences and observations of what we have seen other people and institutions do, we have compiled a list of “Do’s” and “Don’ts” about computer-assisted instruction, software, and hardware

Fuller, Robert

Sowell, Glenn A.

English

UNL | Libraries

University of Nebraska - Lincoln 
DigitalCommons@University of Nebraska - Lincoln 
Robert G. Fuller Publications and Presentations Research Papers in Physics and Astronomy 
November 1990 
Some "Do's" and "Don't's" for Using Computers in Science 
Instruction 
Glenn A. Sowell 
University of Nebraska - Lincoln 
Robert Fuller 
rfuller@neb.rr.com 
Follow this and additional works at: https://digitalcommons.unl.edu/physicsfuller 
 Part of the Physics Commons 
Sowell, Glenn A. and Fuller, Robert, "Some "Do's" and "Don't's" for Using Computers in Science Instruction" 
(1990). Robert G. Fuller Publications and Presentations. 44. 
https://digitalcommons.unl.edu/physicsfuller/44 
This Article is brought to you for free and open access by the Research Papers in Physics and Astronomy at 
DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Robert G. Fuller Publications 
and Presentations by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 
Some "Do's" and 
"Don't's" 
for Using 
Computers in Science 
Instruction 
Glenn A. Sowell 
and 
Robert G. Faller 
A s science researchers and Learning professors, we have had a fairly broad collection of ex- 
science & the periences in using computers, from 
batch-processing and number crunch- goal: ing in large computer systems using 
Computers FORTRAN and symbolic languages to teaching problem-solving courses 
can he@. for nonscience students using personal 
computers. While we claim no spe- 
cial computer expertise, we both own 
computers and are frequently called 
upon to offer advice to our colleagues 
who are greater novices than we are. 
Hence, on the basis of reflections on 
our experiences and observations of 
what we have seen other people and 
institutions do, we have compiled a 
list of "Do's" and "Don't's" about 
computer-assisted instruction, soft- 
ware, and hardware. 
These are our recommendations. 
Glenn A. Sowell is a visiting associate 
professor and Robert G. Fuller is a pro- 
fessor, both in the Department of Physics 
and Astronomy, University of Nebraska- 
Lincoln, Lincoln, NE 68588-01 11. 
Paradigms 
You need to seriously reflect on 
theparadigm that you are using when 
thinking about computer-based edu- 
cation. A computer is not just a com- 
plicated hand calculator. With modern 
applications software, a personal com- 
puter can become a learning envi- 
ronment for your students. Be prepared 
to change your paradigm (Fuller 
1978). 
Do start with a statement of the 
educational objectives for what you 
want to accomplish. Science education, 
after all, is the main goal of the exer- 
cise and this must always come first. 
Remember, computers will enable 
your students to do problems that 
have previously been beyond the scope 
of your science courses. 
Don't be limited in your view of 
computer uses by what you have done 
in the past. The distribution of mil- 
lions of computers has created a soft- 
ware development industry unparal- 
leled in previous computer history. 
New application software has in- 
vented new computer uses available 
90 JCST November 1990 
*-a. _ to nearly any interested person-for 
I -- 
example, numerical calculations using , I- - 
spreadsheets, digitized sounds, art and 
graphics, desktop publishing, and 
microcomputer-based labs. 
Do try to make a list, as exact as 
possible, of how the computers can 
best help accomplish your educational 
objectives. This list will be crucial in 
helping you match computer hard- 
ware/software to your needs. All 
computer hardware is not created 
eqaal. Some hardwure/software sys- 
tems are better, or more cost effec- 
tive, at some tasks than others. 
Don't try to substitute computer 
experiences for hands-on experiences 
or demonstrations of real events. 
Computers have their place, but try 
to remember that science is an ex- 
planation of how nature behaves. Sci- 
ence is based on naturally occurring 
events, not computer results. 
Do explore a variety of ways to use 
computers in teaching science. There 
is no one correct way to use comput- 
ers. There are many ways in which 
computers can do things that books 
and lectures and labs cannot do. 
Relax: Start Slow 
Make sure that your znstrwtiolzdl 
style is compatible with the use of com- 
puters. If not, then leave them alone, 
or be prepared to change your style. 
Do put your students to work on 
the computers as soon as possible. 
Small groups of students can help set 
up your systems and your software 
and serve as tutors for others. These 
more experienced users can help you 
run tutorial sessions for other people. 
Don't try to keep ahead of your 
better students. Computer systems and 
software are good areas in which to 
let students see that you don't know 
everything. What you do know is how 
to effectively learn new things and to 
help other people learn new things. 
Computers are one aspect of the world 
in which you can clearly demonstrate 
that the proper function of a profes- 
sor is not to provide the final answer 
to every question, but to ask ques- 
tions that can point students in direc- 
tions to seek answers. 
Do be aware that many students 
still have a high level of computer 
anxiety. This can be alleviated some- 
what by using "user-friendly" software 
and help sessions. 
Don't overlook the natural appeal 
that computers have for some stu- 
dents. Some students will thrive on 
using the computer. This is both good 
and bad. Always encourage students 
to remain focused on science. 
Do include some writing in every 
computer assignment. We have found 
that only requiring the students to 
hand in a page full of numbers or a 
graph does not offer the kinds of 
learning experiences we want for our 
students. Use the word-processing 
power of the computer to help your 
students learn to interpret and explain 
their work with words. Students can 
be asked to provide some written 
information about nearly any kind of 
computer assignment from drill and 
practice to simulations. 
Don't neglect the value of drill and 
practice work for some students. 
Computer use should allow you to 
provide a greater variety of ways of 
learning science than you provide 
November 1990 JCST 91 
without computers. Drill and practice 
exercises are about the easiest ones to 
provide, and many students find them 
comforting. Just don't limit your com- 
puter use to this process. 
Do discuss algorithms and their 
implementation when germane to the 
solving of real-world problems. Stu- 
dents will gain a greater appreciation 
of the limitations of science when 
grappling with data. 
Don't spend a lot of class time 
teaching key strokes or mouse move- 
ments. Concentrate cn  science-related 
tasks. Perhaps give just a short intro- 
duction or handout to get the stu- 
dents started. Let them consult user 
manuals and software books to learn 
more advanced features. 
Don't teach computer program- 
ming. The focus must remain on sci- 
ence. Provide guidance and resources, 
but keep the students working on 
real science problems. 
Don't start your use of computers 
in science instruction by writing a 
number of your own programs. Try a 
few programs from colleagues or start 
with a few commercial programs and 
experiment with ways to incorporate 
those into the way you teach. Numer- 
ical calculations and graphing are two 
excellent ways to introduce comput- 
ers to your science students. 
has brought us a flood of computer 
software. Now, not only do you have 
to deal with new editions of textbooks, 
but also you have to decide what soft- 
ware to use and when. 
Do buy the most powerful software 
you can afford for the tasks that you 
want done. The many hours you use 
the software will more than compen- 
sate for the differences in initial costs. 
Don't overlook low cost specialty 
software. Sometimes the software that 
only does one thing well is more 
effective than an expensive general 
purpose package that does several 
things, but not as well. 
Do keep your system and your soft- 
ware up to date. Usually it is cost 
effective to pay for the latest well- 
tested upgrades of your operating 
system and your software as long as 
it is compatible with the hardware 
that you have. But it is not wise to 
upgrade software you no longer use 
frequently. 
Don't spend lots of money on fea- 
tures that you will seldom use. Put 
Computer Ethics 
Computer hardware and software 
are two more areas where you can 
serve as an ethical role model for 
your students. Remember, education 
is more than a bunch of facts, and the 
most important influence you may 
have upon your students can be in 
teaching them professional values. 
Do set a high standard of ethical 
use of computer software. Buy copies 
for all of your computers. Let your 
students know you stand behind the 
present copyright laws on computer 
software. 
Don't encourage software piracy. 
Don't allow pirated copies of software 
to be run on your systems. 
The era of the personal computer 
92 JCST November 1990 
A computer 
your money where your need is. 
Do plan to spend some money on 
software manuals and related books. 
Many of the common software pack- 
ages have third party books that are 
better than the manuals that come 
with the software. You can help your 
students learn how to use software by 
making some of those books availa- 
ble for their use. 
generation lass 
about two years-- 
catch the beginning 
of the wave when 
purchasing 
hardware. 
Hardware 
The computer revolution is so called 
because the world seems to have 
become flooded by all kinds and sorts 
of computer hardware. How can you 
ever keep up? 
Do try to catch the front of the 
swelling wave of the most powerful 
hardware you can afford when you 
make your purchases. As time passes 
you will want to do more and more 
with your computers. You will need 
more random access memory (RAM), 
more storage, more speed, more of 
everything. You ought to overbuy your 
present needs. Remember, a comput- 
er generation lasts about two and one- 
half years now, so your hardware will 
get old very, very rapidly. If you buy 
last year's systems today, they will be 
old before you learn to use them. In 
1986 the future belonged to the IBM 
machines and their clones. Today 
many prefer the Macintosh family 
and the 386 family. Tomorrow it may 
be the NeXT machines or a SunTM 
micro system. Note, however, that 
you do not want to buy tomorrow's 
system today. Usually, you do not want 
your students to be guinea pigs. 
Don't restrict your purchases to 
hardware that is compatible with what 
you already have. We live in a vast 
world of a variety of computers and 
that seems likely to continue for many 
years. It is hopeless to try to protect 
yourself from having to learn more 
than one operating system or from 
having to expose your students to 
more than one set of hardware. You 
must become prepared to see your 
latest hot hardware become old hat 
in just a few years. 
Do try to match the capabilities of 
the hardware you buy with the tasks 
you wish to accomplish. This is easier 
to say than to do, but you will need to 
read about computers and talk to 
others with uses similar to yours in 
order to decide what hardware is best 
for you. 
Don't nit-pick about your hardware. 
No computer system can do every- 
thing well, so be prepared to over- 
look some weaknesses in order to 
match the capabilities of the system 
with your high-priority tasks. 
Do allow the hardware and soft- 
ware that are supported by your insti- 
tution to play a role in your decisions 
about what to buy and use. It is easier 
to use and maintain computer sys- 
tems that are being used by other 
people in your school or on your 
campus. This ought not to be your 
major concern, but you should not 
ignore local wisdom either. Having 
local experts available as well as hold- 
ing training sessions for new users 
can be an important aspect of com- 
puter use. 
Don't spend a lot of time trying to 
get your computer system to do those 
things that it does not do well. Some- 
times faculty members get caught up 
in one faulty aspect of computers and 
neglect others that computers do well. 
At least encourage your students to 
do word processing and simple num- 
erical analyses in addition to real-time 
simulations of physical phenomena. 
In Sum 
We can't stop without a few sum- 
mary comments. 
Do worry about access. Access to 
the computers is everything. If stu- 
dents do not have computers within 
easy reach at convenient times for 
them-This usually means nighttime 
access!-then only the most ardent 
of students will take full advantage of 
them. 
Do keep current with the trends 
on computers in education. For exam- 
ple, consult Fuller 1986. Your time is 
better spent than in reinventing the 
wheel. Attending conferences and 
reading the literature are the ways to 
accomplish this. 
Do start to think of your comput- 
ers as a possible gateway to an inter- 
national network of computer users. 
The national BITNET and other net- 
work services make electronic com- 
munication more and more attractive. 
For starters, you can join a users group, 
such as the Physics Educators Macin- 
tosh Users Group. (Send your name 
and address to R.G.F. by conventional 
or computer mail.) 
Don't be afraid to make mistakes. 
The use of any tool in teaching is a 
learning process-as is teaching itself. 
Perfection is not immediately attain- 
able. 
There you have our recommenda- 
tions. What do you think? We wel- 
come your comments and suggestions. 
Correspond through our electronic 
mailing system: Glenn [Sowell@ 
HOSS.UNL.EDU.] and Robert 
[PHYS058@ UNLCDC2. BITNET]. 
References 
Fuller, R.G. ed. 1986. Computers in physics educa- 
tion. College Park, Md.: American Association 
of Physics Teachers. 
Fuller, R.G. 1987. February. Applications software 
transforms science teaching. Journal of College 
Science Teaching 16(4):239,412-415. 
November 1770 JCST 
Published in Journal of  College Science Teaching, volume 20, number 2 (November 1990), pp. 90–93. 
Copyright © 1990 by the National Science Teachers Association. 


Some  Do\u27s  and  Don\u27t\u27s  for Using Computers in Science  Instruction

DigitalCommons@University of Nebraska

University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Robert G. Fuller Publications and Presentations Research Papers in Physics and Astronomy November 1990 Some "Do's" and "Don't's" for Using Computers in Science Instruction Glenn A. Sowell University of Nebraska - Lincoln Robert Fuller rfuller@neb.rr.com Follow this and additional works at: https://digitalcommons.unl.edu/physicsfuller  Part of the Physics Commons Sowell, Glenn A. and Fuller, Robert, "Some "Do's" and "Don't's" for Using Computers in Science Instruction" (1990). Robert G. Fuller Publications and Presentations. 44. https://digitalcommons.unl.edu/physicsfuller/44 This Article is brought to you for free and open access by the Research Papers in Physics and Astronomy at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Robert G. Fuller Publications and Presentations by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Some "Do's" and "Don't's" for Using Computers in Science Instruction Glenn A. Sowell and Robert G. Faller A s science researchers and Learning professors, we have had a fairly broad collection of ex- science & the periences in using computers, from batch-processing and number crunch- goal: ing in large computer systems using Computers FORTRAN and symbolic languages to teaching problem-solving courses can he@. for nonscience students using personal computers. While we claim no spe- cial computer expertise, we both own computers and are frequently called upon to offer advice to our colleagues who are greater novices than we are. Hence, on the basis of reflections on our experiences and observations of what we have seen other people and institutions do, we have compiled a list of "Do's" and "Don't's" about computer-assisted instruction, soft- ware, and hardware. These are our recommendations. Glenn A. Sowell is a visiting associate professor and Robert G. Fuller is a pro- fessor, both in the Department of Physics and Astronomy, University of Nebraska- Lincoln, Lincoln, NE 68588-01 11. Paradigms You need to seriously reflect on theparadigm that you are using when thinking about computer-based edu- cation. A computer is not just a com- plicated hand calculator. With modern applications software, a personal com- puter can become a learning envi- ronment for your students. Be prepared to change your paradigm (Fuller 1978). Do start with a statement of the educational objectives for what you want to accomplish. Science education, after all, is the main goal of the exer- cise and this must always come first. Remember, computers will enable your students to do problems that have previously been beyond the scope of your science courses. Don't be limited in your view of computer uses by what you have done in the past. The distribution of mil- lions of computers has created a soft- ware development industry unparal- leled in previous computer history. New application software has in- vented new computer uses available 90 JCST November 1990 *-a. _ to nearly any interested person-for I -- example, numerical calculations using , I- - spreadsheets, digitized sounds, art and graphics, desktop publishing, and microcomputer-based labs. Do try to make a list, as exact as possible, of how the computers can best help accomplish your educational objectives. This list will be crucial in helping you match computer hard- ware/software to your needs. All computer hardware is not created eqaal. Some hardwure/software sys- tems are better, or more cost effec- tive, at some tasks than others. Don't try to substitute computer experiences for hands-on experiences or demonstrations of real events. Computers have their place, but try to remember that science is an ex- planation of how nature behaves. Sci- ence is based on naturally occurring events, not computer results. Do explore a variety of ways to use computers in teaching science. There is no one correct way to use comput- ers. There are many ways in which computers can do things that books and lectures and labs cannot do. Relax: Start Slow Make sure that your znstrwtiolzdl style is compatible with the use of com- puters. If not, then leave them alone, or be prepared to change your style. Do put your students to work on the computers as soon as possible. Small groups of students can help set up your systems and your software and serve as tutors for others. These more experienced users can help you run tutorial sessions for other people. Don't try to keep ahead of your better students. Computer systems and software are good areas in which to let students see that you don't know everything. What you do know is how to effectively learn new things and to help other people learn new things. Computers are one aspect of the world in which you can clearly demonstrate that the proper function of a profes- sor is not to provide the final answer to every question, but to ask ques- tions that can point students in direc- tions to seek answers. Do be aware that many students still have a high level of computer anxiety. This can be alleviated some- what by using "user-friendly" software and help sessions. Don't overlook the natural appeal that computers have for some stu- dents. Some students will thrive on using the computer. This is both good and bad. Always encourage students to remain focused on science. Do include some writing in every computer assignment. We have found that only requiring the students to hand in a page full of numbers or a graph does not offer the kinds of learning experiences we want for our students. Use the word-processing power of the computer to help your students learn to interpret and explain their work with words. Students can be asked to provide some written information about nearly any kind of computer assignment from drill and practice to simulations. Don't neglect the value of drill and practice work for some students. Computer use should allow you to provide a greater variety of ways of learning science than you provide November 1990 JCST 91 without computers. Drill and practice exercises are about the easiest ones to provide, and many students find them comforting. Just don't limit your com- puter use to this process. Do discuss algorithms and their implementation when germane to the solving of real-world problems. Stu- dents will gain a greater appreciation of the limitations of science when grappling with data. Don't spend a lot of class time teaching key strokes or mouse move- ments. Concentrate cn  science-related tasks. Perhaps give just a short intro- duction or handout to get the stu- dents started. Let them consult user manuals and software books to learn more advanced features. Don't teach computer program- ming. The focus must remain on sci- ence. Provide guidance and resources, but keep the students working on real science problems. Don't start your use of computers in science instruction by writing a number of your own programs. Try a few programs from colleagues or start with a few commercial programs and experiment with ways to incorporate those into the way you teach. Numer- ical calculations and graphing are two excellent ways to introduce comput- ers to your science students. has brought us a flood of computer software. Now, not only do you have to deal with new editions of textbooks, but also you have to decide what soft- ware to use and when. Do buy the most powerful software you can afford for the tasks that you want done. The many hours you use the software will more than compen- sate for the differences in initial costs. Don't overlook low cost specialty software. Sometimes the software that only does one thing well is more effective than an expensive general purpose package that does several things, but not as well. Do keep your system and your soft- ware up to date. Usually it is cost effective to pay for the latest well- tested upgrades of your operating system and your software as long as it is compatible with the hardware that you have. But it is not wise to upgrade software you no longer use frequently. Don't spend lots of money on fea- tures that you will seldom use. Put Computer Ethics Computer hardware and software are two more areas where you can serve as an ethical role model for your students. Remember, education is more than a bunch of facts, and the most important influence you may have upon your students can be in teaching them professional values. Do set a high standard of ethical use of computer software. Buy copies for all of your computers. Let your students know you stand behind the present copyright laws on computer software. Don't encourage software piracy. Don't allow pirated copies of software to be run on your systems. The era of the personal computer 92 JCST November 1990 A computer your money where your need is. Do plan to spend some money on software manuals and related books. Many of the common software pack- ages have third party books that are better than the manuals that come with the software. You can help your students learn how to use software by making some of those books availa- ble for their use. generation lass about two years-- catch the beginning of the wave when purchasing hardware. Hardware The computer revolution is so called because the world seems to have become flooded by all kinds and sorts of computer hardware. How can you ever keep up? Do try to catch the front of the swelling wave of the most powerful hardware you can afford when you make your purchases. As time passes you will want to do more and more with your computers. You will need more random access memory (RAM), more storage, more speed, more of everything. You ought to overbuy your present needs. Remember, a comput- er generation lasts about two and one- half years now, so your hardware will get old very, very rapidly. If you buy last year's systems today, they will be old before you learn to use them. In 1986 the future belonged to the IBM machines and their clones. Today many prefer the Macintosh family and the 386 family. Tomorrow it may be the NeXT machines or a SunTM micro system. Note, however, that you do not want to buy tomorrow's system today. Usually, you do not want your students to be guinea pigs. Don't restrict your purchases to hardware that is compatible with what you already have. We live in a vast world of a variety of computers and that seems likely to continue for many years. It is hopeless to try to protect yourself from having to learn more than one operating system or from having to expose your students to more than one set of hardware. You must become prepared to see your latest hot hardware become old hat in just a few years. Do try to match the capabilities of the hardware you buy with the tasks you wish to accomplish. This is easier to say than to do, but you will need to read about computers and talk to others with uses similar to yours in order to decide what hardware is best for you. Don't nit-pick about your hardware. No computer system can do every- thing well, so be prepared to over- look some weaknesses in order to match the capabilities of the system with your high-priority tasks. Do allow the hardware and soft- ware that are supported by your insti- tution to play a role in your decisions about what to buy and use. It is easier to use and maintain computer sys- tems that are being used by other people in your school or on your campus. This ought not to be your major concern, but you should not ignore local wisdom either. Having local experts available as well as hold- ing training sessions for new users can be an important aspect of com- puter use. Don't spend a lot of time trying to get your computer system to do those things that it does not do well. Some- times faculty members get caught up in one faulty aspect of computers and neglect others that computers do well. At least encourage your students to do word processing and simple num- erical analyses in addition to real-time simulations of physical phenomena. In Sum We can't stop without a few sum- mary comments. Do worry about access. Access to the computers is everything. If stu- dents do not have computers within easy reach at convenient times for them-This usually means nighttime access!-then only the most ardent of students will take full advantage of them. Do keep current with the trends on computers in education. For exam- ple, consult Fuller 1986. Your time is better spent than in reinventing the wheel. Attending conferences and reading the literature are the ways to accomplish this. Do start to think of your comput- ers as a possible gateway to an inter- national network of computer users. The national BITNET and other net- work services make electronic com- munication more and more attractive. For starters, you can join a users group, such as the Physics Educators Macin- tosh Users Group. (Send your name and address to R.G.F. by conventional or computer mail.) Don't be afraid to make mistakes. The use of any tool in teaching is a learning process-as is teaching itself. Perfection is not immediately attain- able. There you have our recommenda- tions. What do you think? We wel- come your comments and suggestions. Correspond through our electronic mailing system: Glenn [Sowell@ HOSS.UNL.EDU.] and Robert [PHYS058@ UNLCDC2. BITNET]. References Fuller, R.G. ed. 1986. Computers in physics educa- tion. College Park, Md.: American Association of Physics Teachers. Fuller, R.G. 1987. February. Applications software transforms science teaching. Journal of College Science Teaching 16(4):239,412-415. November 1770 JCST Published in Journal of  College Science Teaching, volume 20, number 2 (November 1990), pp. 90–93. Copyright © 1990 by the National Science Teachers Association. 

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1043&amp;context=physicsfuller

Some Do\u27s and Don\u27t\u27s for Using Computers in Science Instruction

Abstract

Similar works

Full text

Available Versions

UNL | Libraries

DigitalCommons@University of Nebraska