Difference between revisions of "Scientific Visualization in Mathematics and Science Teaching"
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Scientific Visualization in Mathematics and Science Teaching ------------------------------------------------------------ edited by David A. Thomas 1995, 288 pages; ISBN 1-880094-09-6 CONTENTS & INTRODUCTORY CHAPTER ------------------------------- CONTENTS -------- 1 The Power of Visualization: The Impact of Graphing Technology on the Secondary Mathematics Curriculum Lee E. Yunker 1 2 Using Graphing Calculators to Teach High School Mathematics Larry Kaber and Karen Longhart 19 3 Advanced Technologies as Educational Tools in Science: Concepts, Applications, and Issues David D. Kumar, Philip J. Smith, Stanley L. Helgeson, and Arthur L. White 27 4 Videodisc Technology: Applications for Science Teaching Derrick R.Lavoie 45 5 Computer Visualization: New Window on Mathematics David A. Thomas and Mark Mitchell 67 6 Visualizing Computer Science Rockford J. Ross 99 7 Getting Started With Supercomputing: An Approach for High School Students Donald W. Hyatt 129 8 Scientific Visualization in Chemistry, Better Living Through Chemistry, Better Chemistry Through Pictures: Scientific Visualization for Secondary Chemistry Students Robert R. Gotwals, Jr. 153 9 The National Education Supercomputer Program Richard Enderton and Brian Lindow 181 10 New Mexico High School Supercomputing Challenge Marilyn S. Foster 201 11 Sharing Multiple Complementary Representations in the Teaching of Science Nora H. Sabelli and Igor S. Livshits 213 12 Education and Collaboration in an Evolving Digital Culture Donna J. Cox 225 13 The Hypergraphics Honors Seminar at Illinois George K. Francis 237 14 A Syllabus For Scientific Visualization Alex Pang 261 Color Prints 285 INTRODUCTORY CHAPTER -------------------- Not so long ago, educators prided themselves on the stability of their programs and the traditions of their institutions. Formal education's principal goals were to foster an appreciation for learning and to develop citizens of sound moral character and judgment. For better or for worse, today's fast-paced world is forcing educators and educational institutions to refocus their goals to accommodate or even anticipate change. For instance, as science and mathematics educators, we are expected to use existing educational technologies effectively and to keep informed about emerging technologies that might become important educational tools in the not-so-distant future. This book offers some help in that regard by highlighting a number of existing and emerging educational technologies. Chapters were contributed by classroom teachers, university mathematics and science educators, and specialists from the National Science Foundation (NSF), the National Center for Supercomputing Applications, and a number of other governmental agencies. In chapters 1 and 2, the use of graphing calculators in high school mathematics is discussed. This technology offers a low-cost alternative to computer-based graphing packages. In what ways does this technology support existing goals advanced by the NCTM Curriculum and Evaluation Standards? How should a school approach the problems of cost and equity associated with this technology? What do parents and students think about the technology? These and other questions are addressed by three high school teachers who are also leading proponents of this technology. Two popular educational technologies are discussed in chapters 3 and 4, hypermedia and interactive videodisk. What distinctive advantages do these interactive media offer science educators interested in tools for enhancing concept development? What are the costs associated with the use of these technologies? How do you get started? The authors of these chapters are all university-based science educators with extensive experience in the development and use of educational materials based on these technologies. In chapters 5-14, a number of emerging technologies and their educational implications are discussed. The technologies range from computer microworlds to supercomputing and scientific visualization tools. Here, a broad spectrum of classroom teachers, university mathematics and science educators, and scientists explore exotic technologies, the nature of collaborative and interdisciplinary science in the information age, and opportunities for students and teachers interested in high performance computing and communications. If you are interested in current and emerging educational technologies for science and mathematics education, this book will introduce you to a group of teachers and researchers who share your interest and who are developing and testing educational materials based on those technologies. On behalf of the authors of this book, welcome to the future! David A. Thomas Montana State University