Abstract
THE USE OF COMPUTER SOFTWARE IN THE CLASSROOM HAS CHANGED THE WAY that a teacher can approach chemistry education at the high school level. Through the use of concept maps, electronic learning logs, and computer simulations, students can be provided a deeper understanding of chemistry and research methods than previously possible, while avoiding rote learning. At the same time, the teacher can engage in on-going formative assessment of the class's progress. We report on the methods that we have studied which support these changes in the classroom.
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