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
