A bibliography of Articles on Instructional Technology in Science Education – Categorized




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Using Technology in Student Assessment


Altschuld, J. W. (1995). Evaluating the use of computers in science assessment: Considerations and recommendations. Journal of Science Education and Technology, 4(1), 57-64.


Andalora, G., Bellomonte, L. L., & Sperandeo-Mineo, R. M. (1994). Construction and validation of a computer-based diagnostic module on average velocity. Journal of Research in Science Teaching, 31(1), 53-63.


Baxter, G. P. (1995). Using computer simulations to assess hands-on science learning. Journal of Science Education and Technology, 4(1), 21-27.


Coleman, E. B., & Penuel, W. R. (2000). Web-based student assessment for program evaluation. Journal of Science Education and Technology, 9(4), 327-42.


Kumar, D. D., White, A. L., & Helgeson, S. L.. (1994). A study of the effect of HyperCard and pen-paper performance assessment methods on expert-novice chemistry problem solving. Journal of Science Education and Technology, 3(3), 187-200.


Okey, J. R. (1995). Performance assessment and science learning: Rationale for computers. Journal of Science Education and Technology, 4(1), 81-87.


Singley, M.K., & Taft, H. L. (1995). Open-ended approaches to science assessment using computers. Journal of Science Education and Technology, 4(1), 7-20.


Young, M. (1995). Assessment of situated learning using computer environments. Journal of Science Education and Technology, 4(1), 89-96.

Technology and Gender Equity



Hsi, S., & Hoadley, C. M. (1997). Productive discussion in science: Gender equity through electronic discourse. Journal of Science Education and Technology, 6(1), 23-36.


Mayer-Smith, J., Pedretti, E., & Woodrow, J. (2000). Closing of the gender gap in technology enriched science education: A case study. Computers & Education, 35(1), 51-63.


Russell, J., Weems, L., & Brem, S. K. (2001). Fact or fiction? The Science Teacher, 68(3), 44-47.

Commentary/Theory/Frameworks



Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.


Cajas, F. (1998). Introducing technology in science education: The case of Guatemala. Bulletin of Science. Technology & Society, 18(3), 194-203.


Coulter, B. (2000). What's it like where you live? Science and Children, 37(4), 46-50.


de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.


Edelson, D. C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355-385.


Fisher, C., Dwyer, D. C., & Yocam, K., (Eds.). (1996). Education and technology: Reflections on computing in classrooms. San Francisco, CA: Jossey-Bass Publishers.


Fredericksen, J., White, B., & Gutwill, J. (1999). Dynamic mental models in learning science: The importance of constructing derivational linkages among models. Journal of Research in Science Teaching, 36(7), 806-36.


Friedman, J. S., & diSessa, A. A. (1999). What students should know about technology: The case of scientific visualization. Journal of Science Education and Technology, 8(3), 175-95.


Frost, R., & Wardle, J. (1995, January). Enhancing science with computers. Education in Science, 161, 14-15.


Goldman, S. R., Petrosino, A. J., Sherwood, R. D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino, J. W. (1996). Anchoring science instruction in multimedia learning environments. In Vosniadou, S. De Corte, E. Glaser, R. & Mandl, H. (Eds.), International perspectives on the psychological foundations of technology-based learning environments (pp. 257-284). Hillsdale, NJ: Erlbaum.


Gordin, D., & Pea, R.D. (1995). Prospects for scientific visualization as an educational technology. Journal of the Learning Sciences, 4, 249-279.


Haidar, A. H. (1998). Arab perspective about the application of information technology in science education. Journal of Science Education and Technology, 7(4), 337-48.


Kimmel, H., & Deek, F.P. (1995). Instructional technology: A tool or a panacea? Journal of Science Education and Technology, 4(4), 327-332.


Krajcik, J. S., Blumenfeld, P.C., Marx, R. W., & Soloway, E. (1994). A collaborative model for helping teachers learn project-based instruction. Elementary School Journal, 94, 483-497.


Kumar, D., & Wilson, C. L. (1997). Computer technology, science education, and students with learning disabilities. Journal of Science Education and Technology, 6(2), 155-60.


Lederman, N. G., & Niess, M. L. (2000). Editorial: Technology for technology's sake or for the improvement of teaching and learning? School Science and Mathematics, 100(7), 345-348.


Linn, M. (1998). The impact of technology on science instruction: Historical trends and current opportunities. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 265-294). Dordrecht, Netherlands: Kluwer.


Newton, L. R. (1997). Graph Talk: Some observations and reflections on students' data-logging. School Science Review, 79(287), 49-54.


Newton, L. R. (1998). Gathering data: Does it make sense? Journal of Information Technology for Teacher Education, 7(3), 381-396.


Runge, A., Spiegel, A., Pytlik, Z., Dunbar, S., Fuller, R., Sowell, G., & Brooks, D. (1999). Hands-on computer use in science classrooms: The skeptics are still waiting. Journal of Science Education and Technology, 8(1), 33-44.


Schecker, H. P. (1998). Integration of experimenting and modeling by advanced educational technology: Examples from nuclear physics. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 383-298). London: Kluwer Academic Publishers.


Sherwood, R., Petrosino, A., Lin, X. D., & The Cognition and Technology Group at Vanderbilt. (1998). Problem based macro contexts in science instruction: Design issues and applications. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 349-362). Dordrecht, Netherlands: Kluwer.


Snir, J., & Smith, C. (1995). Constructing understanding in the science classroom: Integrating laboratory experiments, student and computer models, and class discussion in learning scientific concepts. In D. N. Perkins, J. L. Schwartz, M. M. West, & M. S. Wiske (Eds.), Software goes to school: Teaching for understanding with new technologies (pp. 233-254). New York: Oxford University Press.


Swift, M. L., & Zielinski, T. J. (1995). What chemists (or chemistry students) need to know about computing. Journal of Science Education and Technology, 4(2), 171-179.


Wetzel, D. R. (1999, November). A model for the successful implementation of instructional technology in science education. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Point Clear, AL.


White, B. Y. (1993). Thinker Tools: Causal models, conceptual change, and science education. Cognition and Instruction, 10, 1-100.


White, B. Y. (1998). Computer microworlds and scientific inquiry: An alternative approach to science education. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 295-315). Dordrecht, Netherlands: Kluwer.


Woolsey, K., & Bellamy, R. (1997) Science education and technology: Opportunities to enhance student learning. Elementary School Journal, 97(4), 385-99.


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