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Abstract Third graders in an urban classroom participated in an 8‐week unit in which they studied the behavior of light. At the core of the curriculum was a light‐sensing probe interfaced with a computer. This case study describes the investigation of this technology, commonly referred to as microcomputer‐based labs (MBLs), for its appropriateness for elementary school students. One finding of this study was that the children expanded their repertoire of graph making and interpreting skills with line graphs becoming a useful means for representing light intensity. The other assertion was that the MBL became a tool that supported scientific inquiry for and by the children. The author cautions that technology itself should not be regarded as the source of knowledge for learners, but that computers have the potential for reshaping how teachers approach science instruction. © 1995 John Wiley & Sons, Inc. I have no doubt at all that increased skill and confidence would come to many people if they engaged in more respectful and thoughtful talk about their learning processes…. None of this absolutely requires computers. What we see … is how the computer simply, but very significantly, enlarges the range of opportunities to engage … in activities with scientific and mathematical content.
John Settlage (Fri,) studied this question.