Vol. 12, No. 3, September 1996

Data-logging: effects on practical science

L. Rogers* and P. Wildå

*University of Leicester & åLoughborough University

Email: lto@le.ac.uk

This paper describes an investigation into the processes and effects of using electronic data-logging in practical science. A pilot study of classical laboratory work in schools was compared with similar tasks performed with data-logging systems. A more detailed exploration of pupils' performance was then conducted through an extensive series of observations in a range of secondary schools. The results reinforce previous indications of the potential benefits of data-logging, but such benefits must be viewed in the curriculum context of the type of measurement activity and the pedagogical context of teaching and learning objectives. The paper concludes with a discussion of the latter issues.

Keywords: Data-logging; Information technology; Secondary schools; Science; Laboratory

Accepted: 15 February 1996

Software evaluation: a situated approach

D. Squires* and A. McDougallå

*School of Education, King's College London and åFaculty of Education, Monash University

Email: d.squires@hazel.cc.kcl.ac.uk

It is suggested that the use of educational software can only be evaluated by considering the use of a package in particular learning situations. This requirement poses an inherent problem for predictive evaluation where, by definition, the evaluation is conducted out of context. Current predictive evaluation tools, checklists and frameworks, fail to address this problem. A novel evaluation paradigm is proposed which does provide a situated approach to predictive evaluation. This paradigm generates context specific evaluation issues by considering the interactions between the three principal actors associated with the development and use of educational software õ the teacher, the designer and the student(s). The use of the paradigm is illustrated by the predictive evaluation of a recent CD-ROM package. In conclusion, the paradigm may offer an improved approach to interpretative evaluation, leading to the notion of its use as a comprehensive evaluation tool.

Keywords: Distributed cognition; Educational software; Predictive selection; Situated learning; Software evaluation

Accepted: 27 February 1996

Groupwork and computers: task type and children's performance

A. Jackson and P. Kutnick,

Faculty of Education, Roehampton Institute London

Email:a.jackson@roehampton.ac.uk

In the majority of British primary schools, children use the computer in groups of two or three. This is partly due to the lack of resources, that is, most classrooms still only have one or two computers to share between around 30 children. Groupwork on computers is also justified for pedagogic reasons. Previous research comparing children working in groups or alone has revealed an advantage for children working in groups although the work undertaken has generally been problem solving tasks. This investigation examined the performance of pairs and individual 6-year old children on a drill and practice program using a pre-test, intervention, post-test design. In comparison to the problem solving evidence, individuals were found to have a significant advantage over pairs during the computer-based task.

Keywords: Ability; Children: Computers; Groups; Individuals; Performance; Task

Accepted: 23 February 1996

Pedagogic principles of case-based CAL

T. Khan and Y.J. Yip

Information Technology Institute, University of Salford

Email:tari@cee.hw.ac.uk

This paper reviews the recent developments in educational and cognitive learning theory that have been adopted by developers of knowledge-based computer-aided learning systems. Its focus is on an artificial intelligence technology that has only recently been applied to educational applications. Case-based reasoning provides an intelligent capability for making pedagogic decisions about a diversity of issues encountered during a learning session. Illustrative examples of implemented systems in tackling a variety of pedagogic problems are presented. Numerous case-based teaching systems have been reviewed and fourteen fundamental pedagogic principles that influenced their design are identified. These principles are presented with background descriptions and references to the systems they motivated. The work of the authors, which focuses on case-based task management, is described briefly.

Keywords: Case-based teaching; Pedagogic principles; System design; Task-centred learning

Accepted: 20 May 1996