RT info:eu-repo/semantics/article
T1 Epistemological issues concerning computer simulations in science and their implications for science education
A1 Greca Dufranc, Ileana María
A1 Seoane, Eugenia
A1 Arriassecq, Irene
K1 simulations in science
K1 epistemology
K1 simulations in science education
K1 Enseñanza
K1 Teaching
K1 Informática
K1 Computer science
AB Computers and simulations represent an undeniable aspect of daily scientific life, theuse of simulations being comparable to the introduction of the microscope and thetelescope, in the development of knowledge. In science education, simulations havebeen proposed for over three decades as useful tools to improve the conceptualunderstanding 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 therelatively recent interest in the analysis of longstanding epistemological questionsconcerning the use of simulations, the inclusion of this discussion on the researchagenda in science education appears relevant, if we wish to educate scientifically literatestudents in a vision of the nature of science closer to the work conducted by researcherstoday. In this paper we review some contemporary thoughts emerging from philosophyof science about simulations in science and set out questions that we consider ofrelevance for discussion in science education, in particular related with model-basedlearning and experimental work
PB Springer Verlag
SN 0926-7220
YR 2014
FD 2014-04
LK http://hdl.handle.net/10259/4166
UL http://hdl.handle.net/10259/4166
LA eng
DS Repositorio Institucional de la Universidad de Burgos
RD 22-dic-2024