Abstract
The personal computer revolution confronts physics education with an unprecedented challenge and opportunity. Microcomputer hardware and software for data collection and management, for numerical calculation, symbolic manipulation and computer simulation are developing at a breathless pace. Processor power, network speed and capacity are no longer barriers to real-time processing of complex data sets and programs in the educational domain. For most practical purposes, all hardware constraints on software design for personal computers will be eliminated within the next few years. Thus, the value of computers for physics research and education will be determined by the available software.
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Hestenes, D. (1995). Modeling Software for Learning and Doing Physics. In: Bernardini, C., Tarsitani, C., Vicentini, M. (eds) Thinking Physics for Teaching. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1921-8_4
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DOI: https://doi.org/10.1007/978-1-4615-1921-8_4
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