April 26th, 2012 | 
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There have been many studies linking music and art, math and science. Back when I was in college we discussed some courses in some of my music education. I find this very interesting subject, and in retrospect I wish I had more closely followed.
I’m playing / studying music since I was 5 years. According to these studies, there should be no surprise that mathematics and science were my strongest subjects are in school. Math is very easy for me in particular. He has always, since I was young.
In college I studied music. I also took a large number of courses in science, especially biology and chemistry. Like mathematics, it was easy for me. I’m not nearly as hard as other students work in class, to achieve high test scores.
Even today I have a lot of time and energy to play and write music. Ironically find that I used to live. Most of my friends are musicians too similar jobs.
The rationale for the use of laptops in science education is discussed in detail. Campbell and Fulton say, “to examine the implementation of real science notebook in class, it is important to understand how scientists use in their work notebooks” (p. 57). To this end, the authors, the texts of the interviews with real scientists to explain why the notebook science are important to the practice of science in the real world and what teachers and students should consider the use of laptops in science education. Campbell and Fulton stress that can help scientists understand the perspectives of teachers to “develop a sense for the implementation of science notebooks in the classroom”
Campbell and Fulton believe that simplifies the use of science notebooks for classroom connections to national standards of learning. In particular, science notebooks help for learning in five of the eight categories of scientific information to promote – unifying concepts and processes in science, the science research, physics, life science and earth and space science – hosted within large National Science Education Standards. In other words, “make help students connect to major scientific concepts that build on the rest of their training,” the notebook intervention in conversation Science (voiced by scientific ideas with partners, small groups, whole class and the teacher) and self-talk (a kind of thinking-out-loud) students to improve their oral communication skills. Recording information in scientific books and formalize the final products (letter shows, slides, posters and presentations), “offer students the opportunity to practice writing real information” (p. 76). Ask students to read their entries again notebook allows them to work with the text information that is thrown their individual reading levels. Students have more opportunities to their laptops to connect to read, if you see additional information in printed, should consider checking their results to answer the research questions could not, what others say about their subjects of study, and raise new questions for future investigations.