CONTEMPORARY EDUCATIONAL PSYCHOLOGY 12, 244-253 (1987) Cognitive Consequences of Microcomputer-Based Laboratories" Graphing Skills Development MARCIA C. LINN Lawrence Hall of Science, University of California, Berkeley JOHN W. LAYMAN University of Maryland AND RAFI NACHMIAS Lawrence Hall of Science, University of California, Berkeley Microcomputers with appropriate graph-generating and input devices such as temperature and light measuring probes enable science students to learn functional relationships of physical phenomena. The graph displays in microcomputer-based laboratories are generated in real time and thus permit learners to comprehend the underlying principle of the laboratory lesson without the delays that the conven- tional, piecemeal, manual graphing methods entail. Instruction designed from an analysis called a "chain of cognitive accomplishments" enables designers to define an ideal sequence of learner cognitive accomplishments for use in computer-based instruction design. Such ideal sequences lead to improved learning and enable re- searchers to characterize existing classes and predict student performance. © 1987 AcademicPress, Inc. Microcomputer-based laboratories offer unprecedented opportunities for innovative and effective science instruction. Seeing graphs appear in real time as an experiment progresses provides an explicit representation This chapter is based upon research supported by the National Science Foundation under Grant No. MDR 8470 514. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation. The curriculum was developed as a joint venture of the Lawrence Hall of Science (LHS) at the University of California, Berkeley; the Tech- nical Educational Research Center (TERC), Cambridge, MA; and the Mount Diablo School District in Contra Costa County, CA. Participants were M. C. Linn of the LHS, Director of the Computer as Lab Partner Project; J. S. Stein, graduate assistant; J. W. Layman of the University of Maryland on sabbatical leave at the LHS; R. Tinker and J. Mokros of TERC in Cambridge, MA; R. Thornton of TERC and Tufts University in Cambridge, MA; and D. Kirkpatrick, science teacher at Foothill Middle School in the Mount Diablo School District. An equipment grant from Apple Foundation made it possible to test the materials in a classroom equipped with 16 microcomputer workstations while a generous donation of in- terface boxes, probes, and prototype curriculum materials came from the TERC. Requests for reprints should be sent to Dr. Marcia C. Linn, EMST, School of Education, University of California, Berkeley, CA 94720. 244 0361-476X/87 $3.00 Copyright@1987 by Academic Press. Inc. All rightsof reproductionin any formreserved.