This ERIC Digest presents a brief description of some applications and findings of the microcomputer in science classrooms. It is suggested that microcomputer simulations are at least as effective as hands-on experiences for some cognitive outcomes and may in fact enhance these outcomes when the simulations are sequenced to follow hands-on instruction. Skills such as graphing appear to be positively influenced by microcomputer-based experiences, although the apparently critical nature of a delay between the input of data and its corresponding graphic display should be noted. While sex difference in achievement may not have been eliminated by the use of the microcomputer, instances of equal performance have been noted. In the affective domain, both student attitudes and interest seem to be positive regarding the use of microcomputers in science instruction. Includes 10 references. (MVL)