Secondary Science Teachers' Use of Microcomputers During Instruction

Abstract

One hundred seventy‐nine secondary science department chairs answered a 20‐item questionnaire concerning the nature and extent of microcomputer use in science instruction in their respective schools. The national sample represented schools in rural, urban, and suburban settings, as well as all geographic regions of the country. Analyses of data revealed that 47% of the secondary science teachers did not use microcomputers during instruction, 40% used them occasionally, and 13% used them in one or more lessons each week. The most frequent applications were simulations (70%), graphing packages (63%), and probes for collecting laboratory data (56%). In addition, 76% of the respondents indicated that microcomputers have had an impact on science laboratory activities in their schools. The department chairs also listed their perceived reasons as to why teachers in their departments did or did not integrate microcomputer use into their science instruction.