IDENTIFIERS *Thinking Skills

This analysis of the relationship between science education and techno3^T., over the past 15 years focuses on lessons learned from research Al learning and instruction, the relationship between the teacher and technology, and the influence of technological advances on educational practice. Five conclusions are drawn: (1) courseware authoring environments that facilitate the reformulation of educational software will improve science instruJtion; (2) taking full advantage of the talents of teachers in modeling scientific processes, encouraging students to learn, and helping learners gain coherent understanding will improve science education; (3) subpcantial trial and refinement of innovations in realistic settings will help students reach their potential; (4) the goals of science education will need reformulation to help impart the thinking and reasoning skills that students need in the information age; and (5) effective technological innovation in science education depends on true collaboration among curriculum developers, precollege teachers, educational researchers, school administrators, and state and national policymakers. The text is supplemented by four figures. (73 references) (ELI) ** * **** * ****************4********************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document.