The effects of microcomputers in chemistry classrooms.

The principle aim of this study is the delineation of the changes which occur in the classroom when Computer Assisted Learning (CAL) techniques are used. The study is mainly concerned with changes in the chemistry classroom, although some examples have also been drawn from other areas of science education.A number of particular teacher-class groupings were observed over several lessons, both with and without the use of CAL. A Systematic Classroom Analysis Notation (SCAN) was used to record the observations and to provide a detailed record for analysis of the classroom phemomena. The recorded "SCANs" were then examined for patterns which would reveal differences in lesson structure and in teacher and pupil behaviour which might be attributed to the use of CAL. Some of the lessons were recorded on video, to allow some triangulation of the classroom observations and their interpretation. The effects of the introduction of CAL into the traditional lesson forms - 'Theory' and 'Practical' - are considered in detail and results are presented which suggest that the use of CAL does indeed bring about changes in the classroom, both in organisation and management and in teaching and learning styles.The causes of these changes are also examined so as to elucidate good classroom practice in the use of CAL and to reveal any possible implications for CAL developers. By facilitating direct pupil control of their own access to the knowledge-base, CAL can support role changes amongst teachers and pupils of a kind which would widely be regarded as beneficial. CAL is seen to be most effective when it is used in group-based, open-ended situations where it encourages pupils to undertake independent, exploratory learning activities and where it supports the teacher in the role of facilitator, advisor and group-member.