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Science education.

Article Excerpt
Chair: Michael Carley, USM Gulf Coast Research Laboratory

Vice-chair: Samual Clardy, USM Gulf Coast Research Laboratory

THURSDAY MORNING

Ash

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8:00 USE OF THE INTEGRATED SYSTEM APPROACH TO CONNECTING TECHNOLOGY OF THE 21ST CENTURY FOR INDUSTRIAL TECHNOLOGY CURRICULUM.

Prince Showi, James Ejiwale

Jackson State University

Never before have men been so close together, yet so far apart, in so many ways. This is particularly frustrating period in the history of our nation. Technology, as it affects everyone in this age of science, is a powerful force upon the pattern of our society. The unique aspect of this era is the rapidity with which knowledge becomes outdated. Our changing society and power pressures are constantly moving us to new thresh-holds. Our nation is faced with problems growing out of a rapidly increasing population, an increased and expanded industrial economy, and accelerated job changes. To provide education and training for all who need it, who seek it, and who can profit from it. To improve, as necessary, ongoing programs and develop new programs to meet the needs of people in a changing economy. To meet the challenge of projected and rapidly increasing enrollments in Technology Education.

As we complete the twentieth century and prepare for the twenty-first century, it is important to realize that our world is far different from one which existed a hundred year ago. We must try to understand how changes will originate, their probable future direction, and how to cushion our self against the shocks that might come. Since have no heritage of the future. Therefore we must, by re-examining past programs, project such a heritage and relate it to current thinking and Technological innovations.

O12.02

8:20 A VISUAL APPROACH TO REMINDING NON-TRADITIONAL STUDENTS ABOUT EXPONENTS

Harold A. Simmons, Randall Warren

Northwest Community College

Non-traditional students who have not been associated with mathematics nor science for a period of time are more likely to exhibit the most prevalent academic condition in the United States--that being "mathophobia". This is usually expressed during the math or science supposed review of how to deal with exponents and scientific notation. The following visual approach has been developed to attempt to guide these students; since, slides and\or the board may be covered, crowded, and filled with symbols and rules.

In addition and subtraction, a 'change' symbol is used to remind the student which entry was altered:

2 x 10^2-->2 x 10^2

3 x 10^3 ?--> 30 x 10^2

In multiplication and division, a 'to the whatever' platform is utilized. This is an extended line on which the exponents are assembled. For example, (-3)+(+4)

(2 x 10^-3)(3 x 10^4) = 6 x 10-----------< 'to the whatever' platform and (+4)-(-2)

(4 x 10^4) / (2 x10^-2) = 8 x 10-------------

These seemingly simple devices help clarify exponents for students who need a reminder about some of the 'ghosts of math's past'. Student response to these visual setups has been positive. The more formal rules and guides can then be introduced without as much initial apprehension.

O12.03

8:40 THE USE OF ASM "MICROBLIBRARY" RESOURCES IN TEACHING MICROBIOLOGY

Mary Lux (1), Rebecca Buxton (2)

(1) University of Southern Mississippi, (2) University of Utah

Because of the high expectations in the technology-enhanced classroom, instructors are challenged to obtain high-quality images for use in "PowerPoint" and other visual teaching and testing formats. Because of ubiquitous access to the Internet, many instructors have been eager to exchange and share classroom resources with their colleagues around the globe. MicrobeLibrary (ML) was established by the American Society for Microbiology (ASM) to "... be an electronic journal of peer-reviewed educational resources for the teaching community." Materials include over 1400 learning objectives; still and animated visual resources; science and education feature articles and journal papers; review of books, videos, software and websites; and curriculum resources. We will highlight how instructors have used the ML curriculum and visual resource area in their clarromms. Increased concern and regulation for use of highly infectious organims in teaching have limited the use of many organism and ML resources have filled the gaps for continued effective presentations of a broad diversity of organisms. Although no outcomes assessments have been performed on these specific additions to our curricula, course evaluations have improved with the addition of enhanced visual technology in classrooms. The accessibility of high-quality, legally-available images has contributed to our successes. Most academic institutions recognize the peer-reviewed status of ML, which offers an opportunity for communication and publication withon the microbiology education community.

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