eating all children. With inexpensive adap-
Interactive Computer Oraphlcs in Science Teaching Editors: J. McKenzie, L. R. B. Elton, and R Lewis, John W h y . & Sons, Somerset,
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NJ, 1979.1 247 pp. Figs. and tables. 23.5 X 15.5 em. $25.00. This is a short, well organized volume of particular value to educators interested in computer applications. The approach to the subject is more philosophical than pragmatic, and a reader who is "turned on" by the lucid and enthusiastic presentation will need eonsiderable additional help to translate enthusiasm into a working CALICAIICMI system. The book is based on a five year National Development Program in Computer Assisted Learning (CALI sponsored by the British Government. I t reads much like a well palished final report for the project (which terminated in 1918).Mast of the work deserihed derives from the Computers in the Undergraduate Science Curriculum (CUSC) project. In the introduction, a clear distinction is made between computer assisted instruction (CAI), computer managed instruction (CMI) and comouter assisted learning (CALI. Computer assisted learning, with particular emphasis gn computer generated graphies, is used to present topics which otherwise could not he offered (or could be offered only with great difficulty). Further, interaction computing affords the opportunity for students t o vary the parameters in a model, and so to uhserve the effects on a system (e.g., the effects of the depth and width of a potential enerev .. well on bond enerev). .., The remainder ul the h w k relnter theexprrwnrr+ot the C l S C pruject. Chapttrr nre devoted tc, the design of CAI. packager, special requirements for graphic displays; computer requirements; special graphics software; some examples from physics, chemistry and hioloev: -. evaluation strategies: implementation strategies: system transfer and transferability; cost analysis: and future
rReviewed in This Issue
tations the handicapped are included as aetive laboratory partners or independent participants in a mainstreamed setting. More than 250 excellent photographs accentuate the well-developed bcriptl The first section of this hook deals with general considerations for mainstreaming handicapped children in the science laboraprojections. The "soft" part of the discustory. Included in thisunit are the placement sion-design and evaluation strategies, imof a handicapped student with children of plementation and transfer, and projections for the future are thoughtfully presented. varied abilities, the special labeling of materials for the deaf and blind, and the use of The "hard" part of the discussion is somewhat weaker. Any discussion of hardware is small groups for questioning and discussion. out of date before i t returns from the typist, Specific suggestions are given for working and the editors cannot he faulted on this with the hearing impaired, emotionally dispoint. But the discussions of graphics softturbed, and visually impaired. This material ware and specific CAL packages are mere could serve as a basis for building a higher teasers, offering very little insight into how crltue iewl pn%rmn 4.- w l l . they work. One complete example-views of Thp iriencr sctiritiea in the s e n d section the program doing everything it is supposed 01' the bmk desrrihc a \ s r l z u of .tand.+rd to do, a complete student guide, and some investigations for elementary students with specification of system requirents-would or without handicaps. Throughout the seehave been more useful than the smorgasbord tion materials and nrocedures adaoted for the approach. An address is given in Appendix C, hnnd~capprdchildren arc givr~luith each to whieh the interested reader may direct experiment iuggcirims are in& for guiding specific enquiries. the rh~ldrtmin d~;rti;\i,,n,aliuo\,ery,and t i In summary, the volume is mare useful to nally drawing conclusions for each experithose preparing aproposal than to those inment. terested in actually settingupa CALsystem. Section three contains background inforIndeed, Appendix A provides a complete list mation and pictures of equipment suitable for elementary science. A few of the sources of "buzz words," with their definitions, and for obtaining materials are listed a t the end Chapter 13 analyzes the costs (multiply by 2 of the section. t o convert Sterling into U. S. dollars). AdThe fourth section of the book concerns art ministrators will get much mare from it than will educators, and most of us who have daactivities which are correlated with specific bbled in computers in education have already science experiments. I t is an interesting inbeen through the developmental stages it terdisciplinary approach using science and art. Visually handicapped students who have describes. such trainine will be better able t o translate George R. Brubaker verbal desc;iptions from the sighted into Iliinob Institute of Technology mental images. With this method, they can Chicago. iL 60616 construct realistic models of the material described to them. Teachers will find ideas Laboratory Science and Art tor Blind, Deal, for using novel textures and techniques to and Emotionally Disturbed Chlldren make models suitable for visually impaired A Mainstreaming Approach children. This unique hook will serve as a valuable Susan Hadarv Cohen. Doris E. Hadarv. .. assisted hg ~ o l r u l m Wcwr, I l ~ w e r i ~ r ~text and reference in the fields of elementary science education and special education. Park I'rcss, Unltimore. 107.3. vii + RRR pp. P i p . and tahles. 28.5 X L2.5 cm. $21.511. Dorothy Tombaugh
