Epistemological issues concerning computer simulations in science and their implications for science education

Computers and simulations represent an undeniable aspect of daily scientific life, the use of simulations being comparable to the introduction of the microscope and the telescope, in the development of knowledge. In science education, simulations have been proposed for over three decades as useful t...

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Autores: Greca Dufranc, Ileana María, Seoane, Eugenia, Arriassecq, Irene
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2014
País:España
Institución:Universidad de Burgos (UBU)
Repositorio:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/4166
Acceso en línea:http://hdl.handle.net/10259/4166
Access Level:acceso abierto
Palabra clave:simulations in science
epistemology
simulations in science education
Enseñanza
Informática
Teaching
Computer science
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spelling Epistemological issues concerning computer simulations in science and their implications for science educationGreca Dufranc, Ileana MaríaSeoane, EugeniaArriassecq, Irenesimulations in scienceepistemologysimulations in science educationEnseñanzaInformáticaTeachingComputer scienceComputers and simulations represent an undeniable aspect of daily scientific life, the use of simulations being comparable to the introduction of the microscope and the telescope, in the development of knowledge. In science education, simulations have been proposed for over three decades as useful tools to improve the conceptual understanding of students and the development of scientific capabilities. However, various epistemological aspects that relate to simulations have received little attention. Although the absence of this discussion is due to various factors, among which the relatively recent interest in the analysis of longstanding epistemological questions concerning the use of simulations, the inclusion of this discussion on the research agenda in science education appears relevant, if we wish to educate scientifically literate students in a vision of the nature of science closer to the work conducted by researchers today. In this paper we review some contemporary thoughts emerging from philosophy of science about simulations in science and set out questions that we consider of relevance for discussion in science education, in particular related with model-based learning and experimental workSpringer Verlag201620162014info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttp://hdl.handle.net/10259/4166reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésScience and Education. 2014, V. 23, n. 4, p. 897-921http://dx.doi.org/10.1007/s11191-013-9673-7info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/41662026-05-28T07:56:11Z
dc.title.none.fl_str_mv Epistemological issues concerning computer simulations in science and their implications for science education
title Epistemological issues concerning computer simulations in science and their implications for science education
spellingShingle Epistemological issues concerning computer simulations in science and their implications for science education
Greca Dufranc, Ileana María
simulations in science
epistemology
simulations in science education
Enseñanza
Informática
Teaching
Computer science
title_short Epistemological issues concerning computer simulations in science and their implications for science education
title_full Epistemological issues concerning computer simulations in science and their implications for science education
title_fullStr Epistemological issues concerning computer simulations in science and their implications for science education
title_full_unstemmed Epistemological issues concerning computer simulations in science and their implications for science education
title_sort Epistemological issues concerning computer simulations in science and their implications for science education
dc.creator.none.fl_str_mv Greca Dufranc, Ileana María
Seoane, Eugenia
Arriassecq, Irene
author Greca Dufranc, Ileana María
author_facet Greca Dufranc, Ileana María
Seoane, Eugenia
Arriassecq, Irene
author_role author
author2 Seoane, Eugenia
Arriassecq, Irene
author2_role author
author
dc.subject.none.fl_str_mv simulations in science
epistemology
simulations in science education
Enseñanza
Informática
Teaching
Computer science
topic simulations in science
epistemology
simulations in science education
Enseñanza
Informática
Teaching
Computer science
description Computers and simulations represent an undeniable aspect of daily scientific life, the use of simulations being comparable to the introduction of the microscope and the telescope, in the development of knowledge. In science education, simulations have been proposed for over three decades as useful tools to improve the conceptual understanding of students and the development of scientific capabilities. However, various epistemological aspects that relate to simulations have received little attention. Although the absence of this discussion is due to various factors, among which the relatively recent interest in the analysis of longstanding epistemological questions concerning the use of simulations, the inclusion of this discussion on the research agenda in science education appears relevant, if we wish to educate scientifically literate students in a vision of the nature of science closer to the work conducted by researchers today. In this paper we review some contemporary thoughts emerging from philosophy of science about simulations in science and set out questions that we consider of relevance for discussion in science education, in particular related with model-based learning and experimental work
publishDate 2014
dc.date.none.fl_str_mv 2014
2016
2016
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10259/4166
url http://hdl.handle.net/10259/4166
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Science and Education. 2014, V. 23, n. 4, p. 897-921
http://dx.doi.org/10.1007/s11191-013-9673-7
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer Verlag
publisher.none.fl_str_mv Springer Verlag
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301629

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