Chapter

Conceptually Enhanced Simulations: A Computer Tool for Science Teaching

Joseph Snir, Carol Smith and Lorraine Grosslight

in Software Goes to School

Published in print May 1997 | ISBN: 9780195115772
Published online March 2012 | e-ISBN: 9780199848041 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780195115772.003.0007
Conceptually Enhanced Simulations: A Computer Tool for Science Teaching

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Three categories of student understanding toward science are presented, stating that students need to (1) check out overt details about natural circumstances; (2) be familiar with the most recent scientific findings; and (3) gain knowledge of the objectives and methodologies of science. These divisions are grounded on the idea that students are able to perform tasks without scientific underpinnings. To address such a quandary, the authors propose the term “conceptually enhanced computer simulations,” which is an equivalent notion for Judah Schwartz's “Intellectual Mirrors.” Both have the main characteristic of helping students grasp the gap of actual experiences and perceptions with a theoretical background. Indeed, computers have been recognized as an effective teaching tool since these devices allow its users to conduct experiments, to draw images and to even automatically generate results without costing too much time, effort and money.

Keywords: understanding; students; science; natural phenomena; computer simulations; computers; teaching tool

Chapter.  9826 words.  Illustrated.

Subjects: Developmental Psychology

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