Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science Education

Autores
Greca, Ileana; Seoane, Eugenia; Arriassecq, Irene
Año de publicación
2014
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
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.
Fil: Greca, Ileana. Universidad de Burgos; España
Fil: Seoane, Eugenia. Universidad Nacional del Centro de la Provincia de Buenos Aires.Facultad de Ciencias Exactas; Argentina
Fil: Arriassecq, Irene. Universidad Nacional del Centro de la Provincia de Buenos Aires.Facultad de Ciencias Exactas; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
Simulations in Science
Epistemology
Simulations in Science Education
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/33203
Acceder
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spelling Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science EducationGreca, IleanaSeoane, EugeniaArriassecq, IreneSimulations in ScienceEpistemologySimulations in Science Educationhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Computers 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.Fil: Greca, Ileana. Universidad de Burgos; EspañaFil: Seoane, Eugenia. Universidad Nacional del Centro de la Provincia de Buenos Aires.Facultad de Ciencias Exactas; ArgentinaFil: Arriassecq, Irene. Universidad Nacional del Centro de la Provincia de Buenos Aires.Facultad de Ciencias Exactas; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaSpringer2014-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/33203Arriassecq, Irene; Seoane, Eugenia; Greca, Ileana; Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science Education; Springer; Science & Education (Dordrecht); 23; 4; 1-2014; 897-9210926-72201573-1901CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://link.springer.com/article/10.1007/s11191-013-9673-7info:eu-repo/semantics/altIdentifier/doi/10.1007/s11191-013-9673-7info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:47:44Zoai:ri.conicet.gov.ar:11336/33203instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:47:44.814CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
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, Ileana
Simulations in Science
Epistemology
Simulations in Science Education
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, Ileana
Seoane, Eugenia
Arriassecq, Irene
author Greca, Ileana
author_facet Greca, Ileana
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
topic Simulations in Science
Epistemology
Simulations in Science Education
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv 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.
Fil: Greca, Ileana. Universidad de Burgos; España
Fil: Seoane, Eugenia. Universidad Nacional del Centro de la Provincia de Buenos Aires.Facultad de Ciencias Exactas; Argentina
Fil: Arriassecq, Irene. Universidad Nacional del Centro de la Provincia de Buenos Aires.Facultad de Ciencias Exactas; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
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 2014-01
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/33203
Arriassecq, Irene; Seoane, Eugenia; Greca, Ileana; Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science Education; Springer; Science & Education (Dordrecht); 23; 4; 1-2014; 897-921
0926-7220
1573-1901
CONICET Digital
CONICET
url http://hdl.handle.net/11336/33203
identifier_str_mv Arriassecq, Irene; Seoane, Eugenia; Greca, Ileana; Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science Education; Springer; Science & Education (Dordrecht); 23; 4; 1-2014; 897-921
0926-7220
1573-1901
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://link.springer.com/article/10.1007/s11191-013-9673-7
info:eu-repo/semantics/altIdentifier/doi/10.1007/s11191-013-9673-7
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.13397

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