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Lisa Bievenue: New science of the 21th century (and latter 20th century) and its current impact on education in the US Although high speed computing, advances in data storage and new visualization techniques enable new ways of doing science, the impact of "New Science" is not present yet in elementary/secondary education. U.S. national science education standards are only beginning to address the impact of computational science, computer-based modeling and scientific visualization. This paper argues that students can be doing the same as scientists, because New Science relies heavily on computation, which students do have access to; and that they should be doing the same in order to be better prepared for advanced education as well as better able to make informed decisions on everyday, sometimes complex scientific issues, and because the technological advances are likely to help them understand fundamental scientific concepts. Educational research findings concerning the latter are reviewed and examples of modelling and visualization tools are provided. Finally, recommendations are summarized regarding further research and teacher education. MAGYAR PEDAGÓGIA 102. Number 4. 433-444. (2002) Address for correspondence: Lisa Bievenue, NCSA Education and Out reach division; NCSA, 605 E Springfield Ave., Champaign, IL 61820. Tel.: (217) 2 44 1993 |
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