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Systems incorporating two advanced technologies, hypermedia systems and intelligent tutors, are examined with respect to their potential impact on science education. The conceptual framework underlying these systems is discussed first. Applications of systems are then presented with examples of each in operation within the context of science education. The use of hypermedia within a problem solving environment in which students analyze case studies of real patients is discussed using as an example a system to teach orthopedics. The potential for applying hypermedia to the assessment of learning is described with students using software to balance chemistry equations (Hyperequations). Applications of level-3 interactive video presents counterintuitive events to stimulate students to seek explanations through problem-based learning. Finally the design of an intelligent tutoring system to teach problem solving skills important to transfusion medicine is described. Design issues related to each system are reviewed and specific questions raised regarding the effective use of such systems. In some cases, preliminary studies have been conducted related to these questions and some potential future directions are presented. As these technologies develop and as other technologies emerge, their use in education suggests greater flexibility in both instruction and assessment of learning. (Author)

A telephone survey was administered to colleges and universities with an approved science teacher education program in the state of Ohio to determine the status and to estimate the use of interactive video technology (IVD) in preservice science education programs. The following characteristics were examined: (1) overall IVD usage; (2) classroom demographics; (3) faculty demographics; (4) various uses of IVD in the programs surveyed; (5) IVD particulars; (6) hardware, video disk, and software components; (7) outcome studies; (8) inservice workshops; and (9) information regarding institutions not using IVDs. The data indicated that there is an emerging nature of IVD use in science teacher education programs in Ohio. (ZWH)

A literature search of the ERIC system was conducted with regard to papers focused on evaluation models in science education. The purposes were to identify models, their common and unique features, and to examine the guidance they could provide for evaluating science education programs. The search yielded a small number of entries pertinent to the areas of interest which were subsequently classified into three categories--micro (formative through the completion and summative evaluation of programs and products) and macro (contextual) levels and the interface between them. The categories were discussed along with some of the more general evaluation literature dealing with evaluation models. Conclusions were then drawn about why only a limited literature base existed, general models versus a more "situation" imbedded approach to understanding evaluation, the value of model type thinking, and implications for the future needs of evaluation in science education. (Author)

Emerging applications of microcomputers and hypermedia to assessment in science education are reviewed. Although the current use of technology consists mainly of computerized administration of multiple choice tests drawn from item banks, the potential advantages are much greater. Among these advantages are immediate feedback to students, formative evaluation with remediation possibilities, adaptive testing in which the test is adjusted to match the students' level of performance, monitoring of homework, and laboratory activities. (Contains 42 references.) (Author/AA)

Educational technology has been a focus of development and research in science teaching and learning. This document reviews research dealing with computer and hypermedia applications to assessment in science education. The paper reports the findings first for computer applications for assessment and then for hypermedia applications in assessment. Computer applications include access to large test banks, evaluation of student data collected in laboratory exercises, microcomputer-administered diagnostic testing, effects of computer use on student motivation during computer-administered tests, and computerized adaptive testing. Hypermedia applications include interactive videodisc technology for teaching biology, assessing teachers' knowledge for certification purposes, problem-based learning in chemistry found in the "Hyperequation" project, and administering figural response test items to cell and molecular biology students. The summary describes three advantages for incorporating computer-assisted assessment: immediate student feedback, ease of test taking, and availability of another form of formative assessment. Users of computer-assisted assessment are cautioned that computer-generated tests can lull the teacher into simply testing low level recall knowledge, and that the linear nature of computer testing does not allow the student to go back and reflect upon particular items. (MDH)

This study was designed to determine the number of states that are currently implementing Science-Technology-Society (STS) education and similar society-based, science education programs (STS-surrogates) in the United States and to describe the nature of this implementation. STS is operationally defined as the interaction between science, technology, and society. STS-Surrogates denote science or technology education programs which are society-based as they look at societal issues, concerns, and problems but do not use the term "STS" in their titles and are not directly related to the STS curriculum movement. Data from all 50 states were obtained through a telephone survey of state science supervisors. This data indicates that 6 states require, 9 states recommend, and 19 states encourage STS education in their science curricula. Two states will require STS education by 1993 and one state will encourage STS education by 1994. Forty-five states will have some form of STS education implementation by 1994. Twenty-two states report that 3,237 school districts (21% nationwide) have implemented STS education. To date there have been 968 inservice training/workshops conducted related to STS education. (PR)

This study examined the relative effect of a HyperCard based approach to solving stoichiometric equations using Hyperequation, and traditional pen-paper methods on the performance of expert and novice high school chemistry students. Hyperequation is programmed to register student responses, provide immediate feedback, and keep a record of all the responses made including the overall time needed for problem solving for each student. The sample consisted of 30 honors and 30 regular chemistry students comprising the expert and novice groups respectively. The students were from a public high school in Columbus, Ohio. Half of each group received the traditional pen-paper test and half the HyperCard tests. The findings indicate that students from both the expert and novice groups scored significantly higher on the HyperCard method than on the pen-paper method. (PR)

This monograph provides a conceptual and theoretical framework for the use of hypermedia presentations in the classroom, particularly in the science classroom. Traditional methods of presenting information are linear in nature but research has shown that learning rarely proceeds in a linear fashion. The omni-directional nature of hypermedia presentations has fit quite nicely into the models of learning of some of the most recent cognitive theories. They have been particularly well suited to several important needs for science education. These topics are discussed in relation to some ongoing research projects. (Author/PR)

Investigates the effect of Pen-Point and Powerbook computers on solving a multiple-step chemistry problem among white, Afro-American, and Hispanic students. Results suggest that the Pen-Point computer has a more positive effect on the problem- solving performance and attitude of students towards computers than the Powerbook computer. Contains 14 references. (Author/JRH)

Reviews seven computer applications for science assessment including conventional, multiple-choice, constructed-response, adaptive, figural response, simulation, and an emerging approach to performance assessment termed solution pathway analysis. Virtually all computer-based testing systems are found to improve the quality and efficiency of record keeping and data analysis. (LZ)

Reports on a pilot study of interactive video (IVD) use in science teacher education programs in Ohio, which is designed as a preliminary step to a national study. Information from 14 institutions using IVD are presented, including classroom demographics, usage, and system components. Research needs are indicated, and a copy of the survey questionnaire is appended. (14 references) (KRN)

Explores the emerging interface between computer technology and cognitive psychology for performance assessment in science education. Discussion includes interface theories and interface technologies and prototype projects for building an alternative assessment technology. (50 references) (KRN)

Results of a HyperCard method for assessing the performance of expert and novice high school chemistry students solving stoichiometric chemistry problems (balancing chemical equations) is reported. MANOVA results indicate significant difference between expert and novice students solving the five stoichiometric chemistry problems using Hyperequation. The implication is that HyperCard might be a suitable technology for developing performance assessment methods. (PR)

Reviews emerging applications of microcomputers and hypermedia to assessment. Use consists mainly of computerized test administration of multiple-choice tests drawn from item banks. Significant advantages are possible in several areas including immediate feedback to students, formative evaluation with remediation possibilities, and monitoring homework and laboratory activities. Gains in assessment techniques include adaptive testing that matches student's level of performance. (PR)

Instructional behavior items on the Elementary Science Instruction Observation Instrument were used to compare preservice elementary science teachers (n=12) to exemplary elementary science teachers (n=5). Significant differences were noted in the use of communication of objectives; scientifically correct representations; rate of use of questioning behaviors, and providing hands-on activities. (Contains 24 references.) (MDH)

Addresses the importance of quality science instruction for students with visual impairments. Discusses literature-based suggestions for modifying science instruction and instructional materials to meet the learning needs of visually impaired students and presents relevant examples in physical, chemical, and biological sciences. Addresses policy implications for science teacher education, alternative assessment, and educational technology with respect to accommodating visually impaired students in science. (Author/MM)