The University of Akron

Using computers to collect and display data from science experiments enables students at the secondary level to understand science concepts, and learn to use science process skills.

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Microcomputer-based Laboratories

Research Findings:
Although the research in this area remains somewhat limited, several studies indicate the value of students' participation in microcomputer-based laboratories (MBLs); these outweigh other studies showing no improvement over traditional laboratory approaches. The use of microcomputer- based laboratories in conjunction with dynamic model-building systems (MBS) in the science classroom shows promise in fostering scientific understanding. Unfortunately, the use of this technology is not widely used in science courses at the current time.

In the Classrooom:
In a microcomputer-based laboratory (MBL) experiment, students use electronic probes that are interfaced with a microcomputer that directly records and graphs data being collected. This enables students to immediately see the trends in the data as they are being collected, and to focus on the meaning of the experiment rather than on completing a data table or making a graph. This may enable students to question their prior beliefs and to ask new questions related to the experiment. Use of the MBL-probes extends experimental possibilities beyond standard laboratory apparatus, and enables students to investigate phenomena previously not accessible. The effectiveness of using these scientific probes depends greatly on the instructional sequence in which they are used.

The computer software that processes the data (MBS) allows students to modify settings and design their own experiments. Hence the use of MBLs in conjunction with the MBS provides opportunities for students to perform "mental experiments." In addition, they permit students to perform mathematical operations that are inordinately time-consuming and sometimes beyond the mathematical competence of the user.

In comparisons with traditional instruction, MBL use frequently results in a different set of outcomes. For example, students using MBLs are better able to interpret graphs, whereas students with conventional laboratory experiences are better able to construct graphs. Because both are important instructional outcomes, MBL should be interspersed with conventional laboratory experience, rather than used exclusively.