Although computer-usage in schools is on the rise, many teachers are still reluctant to employ microcomputers in the classroom. The lack of confidence that many teachers experience with regard to computer application in the classroom cannot be overcome with single workshops. Sustained support over a period of at least three years, and the availability of software and release time are ingredients that seem to help overcome the fear of computer utilization as an integral part of classroom instruction. This four-year program was designed to help encourage mathematics and science teachers in urban, suburban, and rural school systems to use microcomputers in their classrooms. It was based on a national model, and designed to overcome the main barriers that teachers have identified as restricting their use of technology in the classroom. This report details the program and the very encouraging results.

To achieve the goal of science for all Americans, students of both genders must believe that careers in science are equally appropriate for women. Yet male and female students in high school science classes do not have the same views of women in science. This study investigated the influence of 17 factors on high school students' attitudes toward women in science. Data were collected from 844 students enrolled in biology classes in an urban school district in Georgia. Multiple regression determined that the 17 factors significantly influence students' attitudes toward women in science, accounting for 28% of common variance. The four most significant factors ‐ student gender, science ability, level of education the student plans to complete, and career interest‐accounted for 24.6% of total variance. Female students who have high science ability, plan to complete high levels of education, and who have career interests in science showed more favorable attitudes toward women in science. Males with low science ability, low levels of education they plan to complete, and no interest in science as a career had the least favorable attitudes toward women in science. Male students with less positive attitudes toward science careers for women need to be included in programs aimed at encouraging all students to consider science careers.

Two studies were performed using students who competed at regional and national levels in the Science Olympiad. The Olympiad is a day‐long, multi‐event competition in which teams of junior high and senior high science students cooperate in the application of science process skills and reasoning to score points by solving problems or answering questions. High school participants in the first study took the Test of Integrated Process Skills (TIPS) prior to the Olympiad. In the second study, junior high students were given the Group Assessment of Logical Thinking (GALT) test before competing in three selected Olympiad events. Results indicate that both the TIPS and the GALT tests correlate significantly with student success “on the playing field” of science. Knowing students' initial process skills and logical reasoning abilities is useful for planning effective science programs, but is probably not a good way to select the best students for competition in the Science Olympiad.

School Science and MathematicsVolume 93, Issue 4 p. 175-182 A Comparison of Alabama Secondary Science and Mathematics Teachers: Demographics and Perceived Needs William E. Baird, William E. Baird Department of Curriculum and Teaching Auburn University Auburn, Alabama 36849-5212Search for more papers by this authorKenneth Easterday, Kenneth Easterday Department of Curriculum and Teaching Auburn University Auburn, Alabama 36849-5212Search for more papers by this authorRobert E. Rowsey, Robert E. Rowsey Department of Curriculum and Teaching Auburn University Auburn, Alabama 36849-5212Search for more papers by this authorTommy Smith, Tommy Smith Department of Curriculum and Instruction University of Alabama Birmingham, Alabama 35294Search for more papers by this author William E. Baird, William E. Baird Department of Curriculum and Teaching Auburn University Auburn, Alabama 36849-5212Search for more papers by this authorKenneth Easterday, Kenneth Easterday Department of Curriculum and Teaching Auburn University Auburn, Alabama 36849-5212Search for more papers by this authorRobert E. Rowsey, Robert E. Rowsey Department of Curriculum and Teaching Auburn University Auburn, Alabama 36849-5212Search for more papers by this authorTommy Smith, Tommy Smith Department of Curriculum and Instruction University of Alabama Birmingham, Alabama 35294Search for more papers by this author First published: April 1993 https://doi.org/10.1111/j.1949-8594.1993.tb12220.xCitations: 4AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume93, Issue4April 1993Pages 175-182 RelatedInformation

This study looked for evidence that the type of test used to assess computer-mediated learning can influence research findings. The findings from much of the recently published research on computer-mediated learning have been based on pencil-and-paper evaluation of criterion variables. In the present study, 90 university undergraduates served as subjects in order to assess the effects of testing mode on paired-associate learning. A 3 x 2 design was used to examine the effect of testing mode congruence with presentation mode on learning outcomes. One third of the subjects were presented with simple line drawings and associated nonsense names on computer screens, and one third were presented the same information in study books. One half of each treatment group was tested using the computer. The remaining half of each group was tested using pencil and paper. One third of the subjects served as a control group and were tested without a learning session. The interaction between study mode and testing made was the contrast of interest. Results indicated that mode of study did not interfere with mode of testing. While both study groups successfully outperformed the no-study control group, there was no evidence of an effect for mode of testing.

Adults have long recognized that games are interesting to both children and adults. However, games are generally relegated by adults to play time. Playing games interferes with work. Games are frequently seen as rewards for finishing work. The present article argues that electronic games contain features that can enhance the learning environment. That is, learning can take place whileplaying games. The argument continues that games do not have to be designed with a particular learning objective in mind. Rather, games that are self selected by children, by their very nature, will provide opportunities for complex learning.

School Science and MathematicsVolume 89, Issue 4 p. 272-284 A Survey of Secondary Science Teachers' Needs William E. Baird, William E. Baird Department of Curriculum & Teaching Auburn University Auburn, Alabama 36849–3501Search for more papers by this authorRobert E. Rowsey, Robert E. Rowsey Department of Curriculum & Teaching Auburn University Auburn, Alabama 36849–3501Search for more papers by this author William E. Baird, William E. Baird Department of Curriculum & Teaching Auburn University Auburn, Alabama 36849–3501Search for more papers by this authorRobert E. Rowsey, Robert E. Rowsey Department of Curriculum & Teaching Auburn University Auburn, Alabama 36849–3501Search for more papers by this author First published: April 1989 https://doi.org/10.1111/j.1949-8594.1989.tb11922.xCitations: 12AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References Abu Baker, K. H., (1985). A comparison of the perceptions of Malaysian secondary science teachers and teacher educators regarding the science teaching needs of Malaysian secondary teachers. Unpublished doctoral dissertation, University of Illinois at Carbondale. Google Scholar Abu Baker, K. H., & Rubba, P. A. (1985). The construct validity of the Science Teacher Inventory of Need: Recommendations and modifications. Educational and Psychological Measurement, 45, 699–704. Google Scholar Aldridge, B. G. (1984). Why NSTA should certify science teachers. The Science Teacher, 51(9), 20–23. Google Scholar Carnegie Forum on Education and the Economy. (1986). A nation prepared: Teachers for the 21st century. Hyattsville , MD : Author. Google Scholar DeGraaf, D. A. (1980). A strategy for inservice education of junior high middle school science teachers in the Grand Rapids Public School System. Unpublished doctoral dissertation, Western Michigan University. Google Scholar Holmes Group, The Michigan State University. (1986). Tommorrow's teachers. East Lansing , MI : Author. Google Scholar Jbeily, K. A., & Barufaldi, J. P. (1985). A profile of the needs and concerns of English speaking public secondary school science teachers from five geographic regions of the Republic of Lebanon. ERIC Document Reproduction Service, ED 259 880. Google Scholar Mecca, P. M., & Klindienst, D. B. (1987, April). Science Needs Assessment Project: A look at science education in Pennsylvania. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Washington, DC. Google Scholar Moore, K. D. (1977). Development and validation of a science teacher needs assessment profile. Journal of Research in Science Teaching, 14, 145–149. 10.1002/tea.3660140207 PubMedGoogle Scholar Moore, K. D. (1978). An assessment of secondary school science teacher needs. Science Education, 62, 339–348. 10.1002/sce.3730620311 Google Scholar National Commission for Excellence in Teacher Education. (1985). A call for change in teacher education. Washington , DC : The American Association of Colleges for Teacher Education. Google Scholar Rubba, P. A. (1981a). Chemistry teachers' inservice needs: Are they unique Journal of Chemical Education, 58, 430–431. 10.1021/ed058p430 Web of Science®Google Scholar Rubba, P. A. (1981b). A survey of Illinois secondary school science teacher needs. Science Education, 65, 271–276. 10.1002/sce.3730650305 Google Scholar Rubba, P. A. (1984). The Science Teacher Inventory of Need (STIN). Eric Document Reproduction Service, ED 238 721. Google Scholar Stronck, D. R. (1984). The inservice wanted by science teachers. Education Canada, 24(4), 37–41. Google Scholar White, E. P. (1979). South Carolina middle school science survey. ERIC Document Reproduction Service, ED 174 441. Google Scholar Zurub, A. R. A. (1982). An assessment of need among secondary level Jordanian science teachers. Unpublished doctoral dissertation, Southern Illinois University at Cardondale. Google Scholar Zurub, A. R., & Rubba, P. A. (1983). Development and validation of an inventory to assess science teacher needs in developing countries. Journal of Research in Science Teaching, 20, 867–873. 10.1002/tea.3660200909 Web of Science®Google Scholar Citing Literature Volume89, Issue4April 1989Pages 272-284 ReferencesRelatedInformation

A National Science Foundation grant to the Biological Sciences Curriculum Study (BSCS) at The Colorado College supported the design and production of training materials to encourage literacy of science teachers in the use of microcomputers. ENLIST Micros is based on results of a national needs assessment that identified 22 compentencies needed by K–12 science teachers to use microcomputers for instruction. A writing team developed the 16‐hour training program in the summer of 1985, and field‐test coordinators tested it with 18 preservice or in‐service groups during the 1985–86 academic year at 15 sites within the United States. The training materials consist of video programs, interactive computer disks for the Apple II series microcomputer, a training manual for participants, and a guide for the group leader. The experimental materials address major areas of educational computing: awareness, applications, implementation, evaluation, and resources. Each chapter contains activities developed for this program, such as viewing video segments of science teachers who are using computers effectively and running commercial science and training courseware. Role playing and small‐group interaction help the teachers overcome their reluctance to use computers and plan for effective implementation of microcomputers in the school. This study examines the implementation of educational computing among 47 science teachers who completed the ENLIST Micros training at a southern university. We present results of formative evaluation for that site. Results indicate that both elementary and secondary teachers benefit from the training program and demonstrate gains in attitudes toward computer use. Participating teachers said that the program met its stated objectives and helped them obtain needed skills. Only 33 percent of these teachers, however, reported using computers one year after the training. In June 1986, the BSCS initiated a follow up to the ENLIST Micros curriculum to develop, evaluate, and disseminate a complete model of teacher enhancement for educational computing in the sciences. In that project, we use the ENLIST Micros curriculum as the first step in a training process. The project includes seminars that introduce additional skills: It contains provisions for sharing among participants, monitors use of computers in participants' classrooms, provides structured coaching of participants' use of computers in their classrooms, and offers planned observations of peers using computers in their science teaching.

This session features two presentations and demonstrations of computer software/hardware systems for teaching problem solving techniques and programming concepts. Several computers will be available for hands-on demonstration at the conclusion of the session.