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This paper examines the impacts of instructional technologies on K-12 science instruction. The first section addresses the question, "What is technology?" The dimensions of technology identified by the International Technology Education Association are summarized, and definitions of technology from the American Association for the Advancement of Science, National Research Council, and National Science Teachers Association are presented. The second section discusses the current impact of instructional technologies on K-12 education, including statistics on current rates of Internet access and ratio of students to computers. The third section considers the potential impact of instructional technologies on K-12 science, focusing on two general types of applications of technology, i.e., the global classroom and the technologically enhanced classroom. World Wide Web sites for more information are listedand 12 bibliographic references are provided. (MES)

This study investigates the development of an understanding of scientific inquiry by preservice teachers as a result of their participation in a five-week elementary science methods class. The study was done in response to changes in state standards for teacher education in Texas and focuses on the effectiveness of a one-hour methods course in science on inquiry. Data collected by way of the final examination suggest that students in this course develop an understanding of scientific inquiry. Further investigation via a free written response to a particular work of art involving methods students (N=115) provided results demonstrating that even a short-term exposure to a science methods class can result in a change in vocabulary. These changes are compatible with an inquiry approach to elementary science teaching. Contains 2 appendices and 3 data tables. (DDR)

Underrepresentation of minority students in gifted and talented (G/T) programs is a well established fact. A study examined procedures and criteria used to identify, place, and instruct gifted and talented students with limited English proficiency (GT/LEPs) in Texas, California, Colorado, Florida, Arizona, and New York public schools, to help identify factors contributing to underrepresentation of this population in gifted and talented (GT) educational programs. GT program coordinators (n=268) in a cross-section of schools responded to a survey. Less than 20 percent had established a means for identifying GT/LEPs. Respondents identified characteristic GT student behaviors that might be masked by linguistic and cultural differences, including a variety of language, cognitive, inter-/intrapersonal, academic, and artistic skills. Almost 80 percent acknowledged the need to use different means of assessment than for mainstream students. Most used multiple sources in identifying GT/LEPs. Only about 30 percent found their identification processes successful. A majority had no community input in identification. Under 10 percent had programs to serve the students identified. Although most respondents agreed that technology was important in the education of these students, there were no recommendations for effective software. Very few established GT/LEP programs used differentiated instructional materials, as recommended in the literature, but a majority followed theoretically-based program models. Parent involvement was less extensive than parental support. (MSE)

This booklet outlines the use of computers in elementary and secondary science classrooms. Chapters and their topics are: (1) "A Computer-Enriched Science Learning Environment" (an introduction); (2) "Computer-Assisted Learning" (lesson formats for drill and practice programs and tutorial programs, and several example programs); (4) "Computer-Enhanced Laboratory Instruction" (laboratory interfacing and reviewing several programs); (5) "Computer-Assisted Classroom Management" (grade records, test generation, equipment inventories, and the use of databases); and (6) "Emerging Technologies" (telecommunications, videodisks, and CD-ROM). A list of software sources is appended. (YP)

This study investigated the influence of student and classroom characteristics on a sample of 17-year-old students' (N=1955) inquiry ability. The sample was obtained from a 1981/1982 national assessment in science carried out by the Minnesota Science Assessment and Research Project. Specific areas addressed included: (1) the effectiveness of the Model of Educational Productivity (MEP) for predicting students' inquiry skills; (2) whether predictors of science inquiry skills differed for males and females; and (3) whether predictors of science inquiry skills differed for white and nonwhite students. Results indicated that the model was capable of accounting for between 24 and 32 percent of the variance in inquiry skill for the general population of 17-year-olds; more specifically, ability alone accounted for between 17 and 22 percent of the variance in inquiry skill for the general population. Little difference in the prediction of inquiry skill for males and females using the model was found. In addition, for nonwhite students, the MEP accounted for only 18 percent of the variance in science inquiry skill; specifically, ability accounted for only 6 percent of the variance, suggesting that little is known about the factors contributing to the science inquiry skill of nonwhite students. (JN)

Reviews some of the factors known to influence the achievement and retention of Hispanic Americans in technologically related fields. Discusses directions in which research should focus to meet the needs of Hispanic-American students. (PR)

The Minnesota Sea Grant Education Sub-program provided funds to the University of Minnesota in 1980 to develop aquatic education materials (dealing with freshwater systems) for grades 5-9. The project resulted in the development and classroom testing of 13 instructional modules. A second grant (1982) funded workshops to introduce Minnesota teachers to aquatic activities. The project also produced two sourcebooks cataloging these materials. A group of science educators then met to develop a set of objectives for aquatic education unique to Minnesota educational needs. These objectives, presented in the form of critical topic areas (water and society, water in nature, and attitudes/experiences) provided the focus for an assessment of Northern Minnesota teachers' knowledge and priority for selected aquatic education topics. Fifty-five teachers attending one of four workshops on environmental education completed a questionnaire (included in an appendix), assessing knowledge of and educational priorities for sixteen aquatic topics. Although teachers rated themselves as knowledgeable about aquatic topics, they rated aquatic topics low in educational priority when compared to teachers in Mississippi and Alabama. However, six topics appear to be prime areas for future curriculum development. These include aquatic ecology, water table, wetlands, toxic waste dumping, aquatic foodwebs, and influence of aquatic environment on man. (Author/JN)