Abstract
Hypermedia is defined and its roots briefly discussed. Models of knowing
physics and of intrinsically motivating instruction are presented. Uses
of hypermedia to increase the knowing of physics and the motivtion of learners
are proposed.
As we think together about hypermedia and the knowing of physics, it seems
clear to me that the first uses of hypermedia will be in classroom settings.
So I want to focus our attention first upon the classroom.
Recall a memorable learning experience you have had in a classroom. You
may find it helpful to write down a brief description of that experience.
It will help you consider a variety of the aspects of that learning experience.
It may have been as a student, or as a teacher, or as a classroom observer.
As you reflect upon that classroom learning experience, what was it that
made it memorable ? Try to answer some additional questions about that memorable
classroom experience, such as : What did you learn ? Where was it ? When
was it ? Who taught you ? What was the learning process you used ?
I have made an informal survey looking for common aspects of the memorable
learning experiences that people have had. It has not been a "scientific"
survey, but many people have shared with me their personal classroom learning
experience.
What are the common threads of our memorable classroom learning experiences
?
I have come to believe that a key element in a memorable classroom experience
for most people is what I call the Ah-Ha experience. Time and time again
people tell me of an experience in a classroom setting when some concept
suddenly clicked for them. It may have been the sudden recognition of the
power of vector notation, or the insight that all of statics is contained
in just a few equations that sum forces and torques and set them equal to
zero.
For some people the actual classroom experience sets up an Ah-Ha that happens
later, but the Ah-Ha aspect of the experience is nearly always present.
If hypermedia, then, is to help us become more effective in teaching physics,
then we must bend the powers of hypermedia toward providing classroom learners
with more Ah-Ha experiences. This is the issue to which I want to turn our
attention. How can hypermedia be used to enhance the knowing of physics?
What is Hypermedia ?
Hypermedia has a long history. Mr. Vannevar Bush, Director, U.S. Office
of Scientific Research and Development published an article, As We May
Think in the Atlantic Monthly in 1945.[1] In that
article he suggested a "future device for individual use, which is
a sort of mechanized private file and library." Remember now that this
was before the discovery of the transistor. The existing computers used
vacuum tubes and punch cards or paper tape. Nevertheless Mr. Bush conceived
of many of the features that are now common attributes of personal computers.
He suggested: scanning input as well as keyboard input, mass storage, display
screens, rapid browsing, personal links with retrieval trails, and the purchase
of published documents for this device. While Mr. Bush thought of them as
film strips and mechanical devices, we know them as common features of the
software and hardware of today's personal computers.
Nearly twenty years later, in 1962, Mr. Douglas C. Engelbart, working at
the Stanford Research Institute, began to develop a system for augmenting
human intellect.[2] This system was designed to increase
the capability of humans to: approach a complex problem, gain suitable comprehension,
and derive solutions to problems. Mr. Engelbart and his co-workers developed
a number of the features of computer systems that we now take for granted.
His group invented the computer mouse as an input device, implemented electronic
mail, and devised a system of links and nodes for text documents..
The term "hypertext" was coined by Theodor H. Nelson in 1965 for
non-linear, or non-sequential, writing and reading.[3]
He envisioned.a multidimensional text with junctions for burrowing into
the material for details, definitions, and background information. Hypermedia
is the extension of hypertext to include graphics, video, animation, and
sound.
Today we have not seen very much use of hypermedia in classrooms. Hypermedia
is an important topic of discussion at computer and corporate training conferences.[4,5] A system that could make use of hypermedia in a physics
classroom is readily available today. [see Figure 1]
Figure 1. Today's hypermedia workstation includes a high speed personal
computer with a high resolution graphics monitor. The computer uses graphical
user interface software to display text and graphics on the screen. The
computer includes video and audio digitizing boards as well as a compact
disc read only memory (CD-ROM) drive. A typical hypermedia system is completed
by video and audio input devices. Such a system for use in physics also
includes a laboratory interface device and transducers. Now such systems
are composed of components from several different manufacturers and cost
about $5000. It is projected to be available as a single unit from one manufacturer
for about $1000 in four years.
Such a system uses a personal computer as the basic ingredient. To the computer
are added digital video, a compact disc read only memory [CD-ROM] drive,
and the laboratory interface hardware and software to make measurements.
Today such a system costs about $5000. If the changes in computers and software
continue for a few years at the present rate, then a similar system will
be available in August of 1994 for about $2500 and by the time this year's
freshmen graduate a complete hypermedia system will cost about $1000.
The essential question for us to try to answer as physics educators is not
whether hypermedia is a real phenomenon or not. The market forces in the
commercial sector of the industrialized countries and their needs for more
employee training will drive the development of hypermedia. The essential
question for us is: How do we use hypermedia to improve the knowing of physics?
What does it mean to know physics ?
My understanding of this question has been largely shaped by my experiences
at American Association of Physics Teachers(AAPT) meetings. When I attended
my first summer AAPT meeting in 1971, I had just finished teaching a large
lecture section of general physics for pre-medical students and I was disappointed
by their average exam scores of 50%. I heard a paper about the Keller Plan
(or Personalized System of Instruction, PSI), about which I knew nothing,
and from the paper I could only figure out a little bit. When I returned
home from the meeting I found the July issue of the American Journal of
Physics awaiting me. In that issue I read the article on "Physics Teaching
by the Keller Plan at MIT" by Ben Green.[6 ]It changed
by career forever. I immediately recognized in the Keller Plan an answer
to my question about student performance. I began to change my course into
a Keller Plan format and taught my first Keller Plan physics course in the
fall of 1971. After attending a conference on the Keller Plan at MIT in
the fall of 1971, I recognized the need for a non-lecture way to share information
about the Keller Plan and produced a film on the Keller Plan for the University
of Nebraska - Lincoln(UNL) Media Center. Personalized System of Instruction,
An Alternative[7]. That film was the largest circulating
film in the UNL Media Center for a few years with as many as 25 copies rented
out continuously. The Keller Plan is based on the assumption that learning
is an individual matter. It is mastery oriented, student tutored, and self-paced.
It has been classroom tested and shown effective for classes of all sizes
and at low cost. It has been adapted to many disciplines with success.
In the fall of 1971, then, I committed myself to the teaching of physics
using the Keller Plan. In the spring of 1972, while teaching the pre-med
students physics using the Keller Plan I was accosted one day by a student
who had just failed in his second attempt to pass a mastery test. He said,
"You cheated me. The second test was nothing like the first test."
and stormed out of the classroom. I was stunned. I had spend many hours
writing mastery tests and trying to make each version of the test as equivalent
to the others as possible. What did this student mean ?
Here I discovered what I only could name a year later. The Ah-Ha experiences
that make classroom learning experiences memorable, are nearly always preceded
by experiences that are puzzlements to our minds.
Almost a year later I was sitting in a ballroom at an AAPT/APS meeting in
New York City listening to an invited paper being given by Dr. John Renner.
He was proceeding to describe how the world looks to a student who is using
concrete reasoning. Click ! Ah-Ha ! Suddenly, I recalled the student from
nearly a year before and his question fell into a new framework, the concept
of cognitive development as formulated by Jean Piaget and interpreted by
Robert Karplus. Once again, when I returned home I discovered an article
in the American Journal of Physics that laid out in some detail the thoughts
of Renner[8]. Later that year I joined Karplus and a few
others in the preparing a workshop for AAPT members on these ideas. That
workshop, Physics Teaching and the Development of Reasoning, was offered
for several years at AAPT meetings and was packaged and distributed for
use at AAPT section meetings. Karplus summarized many of the ideas of the
workshop in a review article that was published in 1977[9].
His own film, Formal Reasoning Patterns [10],
serves as an excellent, visual introduction to his work and his intent to
have learning experiences be student centered.
Meanwhile, at the University of Nebraska - Lincoln I helped develop a multidisciplinary,
Piagetian-based program for college freshmen. This program, called the ADAPT
program, has continued to be the core of my teaching and learning philosophy
ever since. Now many features of this philosophy have become widely known
as the constructivist view of knowing.[11]
In this view, people gradually change their patterns of reasoning and advance
from one level of understanding to another. The change is one in which a
person actively searches for relationships and patterns to resolve contradictions
and to bring coherence to a new set of experiences. This is a life process
of change. It occurs when what we think we know about nature is not substantiated
by our experiences, that somehow nature does not make sense. A driving force
in the constructivist understanding of "knowing" is the importance
of contradiction and the innate desire of us to want to understand ourselves
and our environment. Hence, the primary task of hypermedia in the knowing
of physics is to facilitate these on-going changes in the mental processes
of students as these processes are related to concepts in physics. What
we need to do with hypermedia is not make physics easy, but to make it slightly
complicated. Thus the hypermedia task is to provide a credible reality and
a challenge to existing mental processes of the students, in short, to provoke
them into an appropriate level of cognitive conflict.
In addition to letting our approach to the knowing of physics be a constructive
mental process, we must somehow make it intrinsically motivating. In considering
this aspect of knowing physics I rely very heavily upon the work of Thomas
Malone [12] In his work Malone identified three aspects
of a learning experience that can make it intrinsically motivating. He labeled
those three aspects as fantasy, challenge, and curiosity.
Fantasy
An important aspect of learning is the theme, or story line. Physicists
already use fantasy, e.g. point particles, friction-less planes. But our
fantasies are seen as boring to our students.
As an example of using a storyline to motive students to learn physics,
consider the historical narrative we wrote for our Tacoma Narrows Bridge
videodisc.[13 ]A portion of the video is accompanied
by the first person narration of the newspaper reporter who drove his automobile
onto the bridge in 1940. (quicktime (2.7
MB), aiff sound (1.4 MB), sorry-no
mpeg yet)
"I saw the Tacoma Narrows Bridge die! And only by the grace of God escaped dying with it."
"I have been near death many times in my life, but not even in my worst experiences in France did I know the feeling of helpless horror that gripped me when I was trapped on the bridge this morning..."
"Those who stood on the shore and watched the bridge in its death agony can have no conception of the violence of movement felt by one out beyond the towers. Safely back at the toll plaza, I saw the bridge in its final collapse and saw my car plunge into the Narrows. With real tragedy, disaster and blasted dreams all around me, I believe that right at this minute what appalls me most is that within a few hours I must tell my daughter that her dog is dead when I might have saved him."
I believe that storyline has the kind of fantasy and emotion that many
of the students in our physics courses find appealing. They begin to believe
that physics has, in fact, some relationship to these kinds of everyday
events. From my point-of-view, I cannot emphasize enough that we, as a community
of physics educators, have not been creative enough in developing physics
stories to engage and motivate students.
Fantasy makes instructional environments more interesting and more educational.
A good fantasy can help learners apply old knowledge to new situations and
by provoking vivid images a good fantasy can help learners remember better.
We are fortunate in physics. We have a wide variety of visual images from
which to select that can be interesting to our students. Consider the high
speed film clip of the cat drop shown on the Physics Vignettes
videodisc. [14] How does a cat manage to turn over
and land on its feet? How could a person, suspended right side up over a
swimming pool, drop and rotate to go into the pool head first?
I submit that this kind of visual imagery, this kind of discussion about
these kinds of observations, and the opportunity to take students to a swimming
pool and drop them in it, will provide student interest in physics that
we usually do not get. Hypermedia can also enable us to offer physics stories
where different students can choose, or be offered, different fantasies.
Challenge
Intrinsically motivating instruction challenges the learners. A challenging
environment provides goals whose attainment is uncertain. A good goal is
personally meaningful for the learners to achieve. Such goals use
the skills that the learners are being taught. Frequently such a goal is
part of a fantasy that we construct for the learners. The good goal allows
the learners to have a sense of power, once they have accomplished it, that
they can do more. Its attainment enables the learners to perform new projects.
Hypermedia, I argue, provides us with with some wonderful new approaches
to this aspect of intrinsically motivating instruction. Hypermedia enables
us to provide goals with variable difficulty, randomness and multiple levels.
We can use hypermedia to hide information. Also no one who writes about
computer-based instruction writes about the power of the computer to hide
things. You can not hide anything in a book. We are safe because the students
do not read them. But the answers to the questions are in there if they
look. You can fix a hypermedia program so that if will not show students
the information they need if they do not have enough sense to know to ask
for it. Isn't it partly the hiddeness of nature that got us hooked on physics?
Now we can provide an opportunity for that same kind of surprise and Ah-Ha
for our physics students through the proper use of hypermedia.
An appropriate challenge is captivating because it engages a learner's self-esteem.
It is very important for us to understand that our students should have
higher self-esteem at the end of our physics courses than at the beginning.
Too often I head stories about physics learning experiences, from introductory
level through graduate oral exams, that tell about how depresses the students
are at the end. That is not an appropriate function of our tasks as educators.
Our students should be empowered and have a positive self-esteem when they
finish our physics courses.
One of the ways we do that is to challenge our students to use physics to
think about everyday events. One of the ways to do that is to show such
things as gymnastics events, as illustrated on the Studies in Motion
videodisc,[15] and discuss the applications of physics
to them. You can show such activities as an aerial walkover or a power lift.
Step through each event a single frame at a time, seeing it every thirtieth
of a second, and discuss the location of the center of mass of the gymnast
in each frame
Curiosity
Human beings are naturally curious. A learning task needs to provide an
optimal level of informational complexity for us, as learners, to be attracted
to it. If a task is too simple we are not interested.. It should be surprising
and novel, but not completely incomprehensible. Human beings are
made curious by both sensory stimuli and cognitive stimuli. Hypermedia with
images and sound allows us to provide both of these. For example, as your
students to consider what happens to a cyclist who discovers a car door
is suddenly opened in front of her as illustrated in the chapter on braking
on the Energy Transformations Featuring The Bicycle videodisc.[16]
Hypermedia needs to present just enough information to make learners existing
knowledge seem to be incomplete, inconsistent, or unparsimonious. Then natural
human curiosity helps to motivate them to learn more.
Perhaps the best application of the ideas of Karplus and Malone that I have
done was a project I did with David Winch. In 1988 Dave and I developed
a HyperCard stack which won a national SuperStacks contest for the best
use of HyperCard in a higher education. We tried to set the whole concept
of momentum conservation in a story. It is called Guilty or Innocent
? [17 ]This physics activity invites the student
to become a technical expert in a court case involving an automobile collision.
The student can interview witnesses and collect data from an amateur videotape
of the event. Then the student must go to court and appear as a technical
witness to answer questions asked by a lawyer. The lesson makes use of the
flexibility of HyperCard to offer the student animation, narration, and
many options for investigating the "accident". I use this as a
homework assignment for my students, "Write an Accident Report".
The next application of Hypermedia that can be important for us in physics
is the compact disc read only memory, CD-ROM. With this technology we will
have access to large specialized collections of information, text as well
as graphics, sound as well as video images. We will be able to provide us
and students, at our desks and our lab stations, huge amounts of physics
information.
We are presently preparing a special physics CD-ROM, currently called the
Physics InfoMall.[18] We estimate this
CD-ROM will be able to offer about 50,000 pages of physics textual information{equivalent
to about 50 books} including line drawings and graphs. The CD-ROM will include
search and retrieval software that will enable us to find and sort information.
We will be able to cut, paste and insert text and graphics from one source
to another and create our own new document from collections of information
from a variety of sources. While we are just beginning this process and
will have a beta version for field testing in the fall of 1992, we envision
having the Physics InfoMall including: reference data{equivalent
to about 10 books} such as physical constants, mathematical functions, periodic
table, and data on elements and compounds; biographical data{equivalent
to about 3 books} about famous physicists, membership directories of professional
organizations, publishers and equipment supply house catalogs, text books{equivalent
to about 27 books} of physics, from eighth grade level through graduate
school, and valued physics articles{equivalent to about 10 books} such as
tutorials, review articles, Richtmyer and Millikan lectures, resource letters
and abstracts.
In conclusion, I believe that hypermedia will.be useful in physics teaching
if we use it to:
* Encourage active learning techniques,
* Develop reciprocity and cooperation among students,
* Give prompt and appropriate feedback,
* Emphasize time on task,
* Communicate high expectations and enhance student self-esteem,
* Respect diverse talents and ways of learning, and
* Encourage contacts between students and teachers.
Furthermore, I believe that working together we can build upon the work
of the giants, to build upon the hypermedia ideas of Vannevar Bush, Douglas
Engelbart and Theodore Nelson, to enable our students to know the physics
concepts illuminated by Issac Newton, James C.Maxwell, Albert Einstein,
and others, when our teaching is informed by the insights of Robert Karplus
and Jean Piaget and by the theory of intrinsically motivating instruction
described by Thomas Malone.
Together, using the power of hypermedia, we can make an impossible dream
come true... Every student in every physics course will complete the
course with heightened interest in the natural world and increased self-esteem.
Acknowledgements
On the path that led me from a beginning physics faculty member to a recipient
of the 1992 Millikan medal, I have been worked with about 200 different
professional colleagues, from Ahlschwede, Margrethe to Zollman, Dean,.on
more than 35 different educational projects, from the ADAPT program for
UNL freshmen to Wondering About Physics and Using Spreadsheets to
Find Out.[19] What I now think I know I learned
mostly from them. Thanks.
References
1. Bush, V., "As We May Think", Atlantic Monthly
176(1), 101 (1945).
2. Engelbart, D.C., "A Conceptual Framework for the
Augmentation of Man's Intellect", Vistas in Information Handling,
Vol. 1, eds. P.D. Howerton and D.C. Weeks, Spartan Books,
Washington, D.C. pp 1-29, 1963.
3. Nelson, T.H. "Dream Machines: New Freedoms through
Computer Screens - a Minority Report." Computer Lib: You Can
and Must Understand Computers Now, Hugo's Book Service, Chicago,
IL 1974.
4. Ambron, S. and Hooper, K. (ed's), Interactive
Multimedia, Visions of Multimedia for Developers, Educators & Information
Providers, Microsoft Press, Redmond, WA 1988.
5. Horn, R.E., Mapping Hypertext, Lexington
Institute, Lexington, MA 1989.
6. Green, B. A. Jr., "Physics Teaching by the Keller
Plan at MIT", Amer. J. Phys. 39, 764 (1971)
7. Personalized System of Instruction: An Alternative,
University of Nebraska - Lincoln Media Center, (c) 1972, 12 min, b &
w 16 mm film.
8. McKinnon, J.W. and Renner, J.W., "Are Colleges
Interested in Intellectual Development ?", Amer. J. Phys. 39,
1047 (1971)
9. Karplus, R., "Science Teaching and the Development
of Reasoning", J. Res. Sci. Teach. 14 (2), 169 (1977).
10. Karplus, R. and Peterson, R., Formal Reasoning
Patterns, Davidson Films, Davis, CA 1976.
11. Yager, R.E., "The Constructivist Learning Model",
Sci. Teach. 58 (6), 52 (1991)
12. Malone, T.,"Toward a Theory of Intrinsically
Motivating Instruction", Cognitive Science 4, 333 (1981).
13. Fuller, R.G., Zollman, D.A. and Campbell, T.C., The
Puzzle of the Tacoma Narrows Bridge Collapse (a videodisc), John
Wiley and Sons, Inc., New York, 1982.
14. Fuller, R.G. and Dykstra, D.I.,Jr., Physics
Vignettes (a videodisc), Chapter 4, John Wiley and Sons, Inc., New
York, 1989..
15. Fuller, R.G. and Zollman, D.A, Studies in Motion
(a videodisc), University of Nebraska - Lincoln, 1983.
16. Zollman, D.A. and Fuller, R.G., Energy Transformations
Featuring The Bicycle(a videodisc), University of Nebraska - Lincoln,
1984.
17. Fuller, R.G., Winch, D., Armstrong, K., and Fuller,
A.S., Guilty or Innocent ? (a HyperCard stack), 1988. Now
available as a software product from the American Association of Physics
Teachers.
18. Fuller, R.G. and Zollman, D.A., Every Physics Teacher's
CD-ROM Toolkit, a project supported by the National Science Foundation,
MDR#9054923. Call 800-232-0133, ext 7167 for additional information.
19. I am grateful for the help and assistance provided
on various projects by the following people: parents (1935 - date) Harold
Q Fuller and Charlotte Mae Fuller (deceased 1985); wife and children(1961
-date) Margaret A. Sanders Fuller, Amy E. Fuller, Laurie S. Fuller, and
Andrew S. Fuller; physics film making(1970) Marvin Hass; Cooperative College
School Science Programs, grades K-6(1971-73) Ward Sims, Darlene Rischling;
Film Loop Instructional Course (FLIC) in physics(1972) Dennis Albers, and
24 participants including: Dean Zollman, Tom Campbell, Tom Greenslade, Tom
Rossing, John Dowling, et. al., Physics Teaching and the Development of
Reasoning Workshop (1973-1979) Jean Piaget, Robert Karplus, John Renner,
Frank Collea, Les Paldy, Arnold Strassenberg, Physics Including Human Applications
(1973-78), Harold Q Fuller, Richard M. Fuller, Tom Campbell, Quantitative
Reasoning and Science Teaching in Nebraska, grades K-6 (1974-75) Walter
Mientka, James Fejfar, Donna West, Ward Sims, Multidiscipinary Piagetian-based
Program for College Freshmen(ADAPT) (1974-today) Mel Thornton, Bud Narveson,
Stella Moline, Marilyn McDowell, Vernon Williams, Carol Tomlinson - Keasey,
Bob Bergstrom, James McShane, Joy Ritchie, Charles Mignon, Les Duly, Martin
Peterson, Ellen Dubas, Margarethe Ahlschwede, Dani Weinberg, Glenn Sowell,
Tom Campbell, Scott Stevens, Betty Windham, Robert Karplus, Calculus-based
Physics Modules for Keller Plan courses (1975-78) Tom Campbell, Harold Q
Fuller, Al Bartlett, Kate McCaffrey, Carol Robel, Stella Moline, and 15
authors including Robert Karplus, David Winch, David Joseph, et. al.,Physical
Science Modules for Bioscience Students (1975-79) Tom Campbell, Allen Killpatrick,
Norman Chonacky, Andrew Marino, Stella Moline, and a national steering committee
including Russell Hobbie, et. al., Program for the Advancement of the College
Teaching of Science (PACTS) (1978-81) Dave Brooks,Stella Moline, project
participants such as Helen James, Cliff Lewis, Bob Silberman, Local Course
Improvement (LOCI) project (1978-80) Dave Brooks,Sam Treves,Laird Thompson,
Ed Schmidt, Ed Zimmerman, Comprehensive Approach to Under- graduate Science
Education (CAUSE) (1979-82) Dave Brooks, Cliff Bettis, The Puzzle of the
Tacoma Narrows Bridge Collapse videodisc (1979-82) Dean Zollman, Tom Campbell,
NETV Videodisc Design/Production Group, Barney Elliott, Dorothy Derringer,Gary
Carlson, Tom Tipton,Junior high Skylab physical science project (1979-81)
Tom Campbell, Dean Zollman, Centennial Education Program (1979-81) Annetta
Young, Marilyn McDowell,Jerry Petr,Elizabeth Carpenter, Frances Kaye, Dani
Weinberg, Don Cunningham, Patrice Berger, Luiz Perdomo, Terri Nygren, Jim
Michel, Bob Bergstrom,Patrick Hill, Arnie Strassenberg, Control Data Corporation
Physics lessons (1980-82) Pat Ridgely,Carl Tomizuka,Ed Gibson,Richard Herr,
University of Nebraska Computer-based Learning Experiment (UNCLE) (1982-83)
Clifford Bettis, Dave Winch, Paul Menter,Bruce Oberg, Annenberg/CPD Videodisc
project, two physics videodiscs (1982-84) Dean Zollman,Jack McBride,NETV
Videodisc Design/Production Group, Dave Brooks,William Leonard,Tom Tipton,
Developing Student Confidence in Physics Workshop for AAPT (1982-85) Gary
Allen, Dean Zollman, Damian Nichols, Arnold Strassenberg, Judy Aubrecht,
Jeffrey Mallow, Susan Agruso, Carol-ann Tripp,British Open University -
"Teddy Bear" videodisc (1982-83) David Blackburn,Tony Bates,Diane
Laurillard,Keith Williams,Paul Blenkhorn,Martin Wright, Tandy computers
in physics curriculum project (1986-88) Ed Jones, Cliff Bettis, Bob Hardy,
Physics Demonstration/Laboratory Institutes for High School Teachers(1986-88)
Charles R. Lang and Westside High School staff,Bob Klein, Pete Adwers, John
Rogers, Doug Wilson, Jack Skrocky, Cliff Bettis,almost 100 high school physics
teacher participants including Deb Beightol, Jan Greiner, Skylab Physics
videodisc (1986-87) Rick Swanon,Sgt. Horne, DFSIV,Dean Zollman, Science
of Flight videodisc (1987-88) Rick Swanson, Sgt. Horne,Keith Williams,George
Hept, Wondering About Physics …What If ? {videotape and videodisc}
(1986-88) Dewey Dykstra,John Wiley and Sons, Inc.,Guilty or Innocent ? Superstack
award winning HyperCard lesson (1988) Dave Winch, Karl Armstrong, Andrew
Fuller, Physics: Cinema Classics project (1989-92) Chuck Lang, Dean Zollman,Carol-ann
Tripp, Dave Winch,NETV Videodisc Design/Production Group,Marilyn McDowell,
Allen Specht, Brenda West, Michelle Mason,John Dowling,Donna Willis, AAPT,
New Careers in Science for Rural Girls in Nebraska & Young Scholars Institutes
(1989-date) Nan Lindsley-Griffin, Jan Wright, Bridges, Bicycles and Traffic
- Thematic Physical Science Lessons (1989-date) Dean Zollman, Charles Lang,
Carol-ann Tripp,Ton Ellermeijer, several other physicists and, physics teachers
in The Netherlands ,Leendert Kersten, Transforming Physics Content Using
New Technologies, USAFA (1990-92) Dean Zollman, Dave Winch, Glenn Sowell,
Rolf Enger, James Head, Marilyn McDowell, Margaret Fuller, and 35 participants,
including Marvin De Jong, Gregor Novak, and Doyle Davis, Physics Teacher's
CD-ROM Toolkit project (1991-date) Dean Zollman,Evelyn Tuska Patterson,Jan
Tunison, Michelle Mason, Laurie Gottsche,Chuck Lang, Courtney Willis, Debra
Beightol, Carol-ann Tripp, Jan Greiner, Tim Ingoldsby, Marilyn McDowell,Gerhardt
Salinger,UNL and KSU Student Helpers, New Technologies to Improve Physics
Laboratories project (1991-date) Gregor Novak, Doyle Davis, Linda McDonald,
Larry Martin, Evelyn Tuska Patterson, Using New Technologies to Teach Physics,
USAFA (1991-date) Evelyn Tuska Patterson, Glenn Sowell, Dave Winch, Marvin
De Jong, James Head, Rolf Enger, Marilyn McDowell, Margaret Fuller, and
39 participants, The Creating CD-ROMs for Science Education Conference (1992)
Marilyn McDowell,Jan Tunison, Harmon Tunison, Michelle Mason, Evelyn Patterson,
and conference participants including Mary Budd Rowe, Gregory Rawlings,
Gerhardt Salinger, Kathy Fuller, Mary Miller, Dave Brooks, Improving physics
laboratories for bioscience students (1992-date) Evelyn Tuska Patterson,Doug
Zbylut, Jack Morris, Eric Davies.
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