Abstract
We briefly describe inquiry-based science education (IBSE) and problem-based learning (PBL)—two current, prominent approaches to science education. Rather than an exhaustive review of the theoretical underpinnings and empirical support for IBSE or PBL, what follows is an attempt to highlight the fundamental underlying motivation and primary learning objectives of these approaches to science education. In prior sections, we have defined computer simulations as algorithmic, dynamic, often simplified models of real-world or hypothetical phenomenon that contain features which not only allow but promote the exploration of ideas, manipulation of parameters, observation of events, and testing of questions. The motivations and objectives of IBSE and PBL emphasized here, including learner-driven characteristics and knowledge- and skill-based outcomes, have been selected as those most relevant to our definition of simulations. We close this section with a comment on the challenges of IBSE and PBL that call for scaffolding supports.
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
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Otrel-Cass, K., Renken, M., Peffer, M., Girault, I., Chiocarriello, A. (2016). Inquiry-Based Science Education and Problem-Based Learning: Motivations, Objectives, and Challenges Relevant to Computer Simulations. In: Simulations as Scaffolds in Science Education. SpringerBriefs in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-24615-4_4
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