An Introduction to Simulations as Scaffolds in Science Education

Abstract

Computer simulations provide learning opportunities that make them appropriate for addressing many of the goals and challenges associated with pedagogical approaches to science education, such as inquiry-based science education and problem-based learning. Scaffolds aid students in accomplishing tasks that may otherwise be too difficult by targeting learning goals and student needs. In line with prior literature and current trends in science education, we propose that, in science education contexts, learning goals and student needs fall within three categories: discipline-based knowledge, experimentation or scientific process skills, and reflective and epistemic processes. Our discussion is centered on simulations as scaffolds for accomplishing and addressing these categories of goals and needs. We call for particular attention to simulations as part of a scaffolding strategy in science education rather than engaging in typical discussion, which instead emphasizes the internal or external scaffolds required by computer simulations. Our framing results in a set of recommendations that is relevant for the development and implementation of educational technology and for educational technology research. In this first section, we provide an introduction to the notion of simulations as scaffolds in science education, outlining a framework for elaboration in subsequent sections.

The original version of this chapter was revised. The erratum to this chapter is available at: DOI 10.1007/978-3-319-24615-4_7

An erratum to this chapter can be found at http://dx.doi.org/10.1007/978-3-319-24615-4_7