Use of computers in problem solving and in student laboratories

If we use the computer in teaching, how do we influence the learning process and behaviour; and if there is feedback, is this positive or negative? The object of our investigations were physics majors. During several years we observed students using PCs in a student laboratory or in problem solving parallel to a lecture-style introductory physics course. In the first case we compared the ideal situation in the student laboratory with the real situation; or in other words, with what we think the students should learn (similar to 100 goals, see appendix), and what they actually do (questionnaire). In addition we studied which of these experimentation goals can be abandoned, modified or newly established using PCs on-line/off-line with an experiment. In the second case we carefully analyzed typical physics problems (classes, levels of complexity, examples) and solved them with mathematical tools. In the future we must decide if such an exercise is important, if the solution of a problem can be achieved by two lines with the help of such a tool; and if we want students pushing buttons activating a mathematical procedure in such a tool without knowing what they are doing. In addition we describe new classes of problems using the PCs (see appendix).