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Methodology and Epistemology of Computer Simulations and Implications for Science Education.

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Title: Methodology and Epistemology of Computer Simulations and Implications for Science Education.
Authors: Develaki, Maria1 develaki@otenet.gr
Source: Journal of Science Education & Technology. Aug2019, Vol. 28 Issue 4, p353-370. 18p. 3 Graphs.
Subject Terms: *Science education, *Computer simulation, *Theory of knowledge, *Computer science education, Scientific literacy
Abstract: While computer simulations are a key element in understanding and doing science today, their nature and implications for science education have not been adequately explored in the relevant literature. In this article, (1) we provide an analysis of the methodology and epistemology of computer simulations, aiming to contribute to a sound and comprehensive account of the nature of computer simulations in science education, and (2) examine certain implications for science education, particularly in terms of contemporary educational goals relating to scientific literacy. We describe methodological elements relating to processes, techniques, and skills required for the construction and evaluation of scientific simulations, and we discuss epistemological views of their reliability and epistemic status based on the relevant philosophical views. We then examine implications of these elements for the use of simulations and especially for supporting scientific practices in the classroom and the corresponding educational goals. Concretely, we compare educational simulations with those used in scientific research and with laboratory experiments, we discuss the question of the reliability of simulations used in teaching or in public information, and we give examples of their use for supporting NOS understanding and reasoning abilities. Finally, in the context of the philosophical discourse about scientific realism, we examine implications of the epistemology of models that concern the conception of the relation between scientific claims and the real world, which constitutes a fundamental epistemological basis for teaching the nature of science. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Aug2019, Vol. 28 Issue 4, p353-370. 18p. 3 Graphs.
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  Data: While computer simulations are a key element in understanding and doing science today, their nature and implications for science education have not been adequately explored in the relevant literature. In this article, (1) we provide an analysis of the methodology and epistemology of computer simulations, aiming to contribute to a sound and comprehensive account of the nature of computer simulations in science education, and (2) examine certain implications for science education, particularly in terms of contemporary educational goals relating to scientific literacy. We describe methodological elements relating to processes, techniques, and skills required for the construction and evaluation of scientific simulations, and we discuss epistemological views of their reliability and epistemic status based on the relevant philosophical views. We then examine implications of these elements for the use of simulations and especially for supporting scientific practices in the classroom and the corresponding educational goals. Concretely, we compare educational simulations with those used in scientific research and with laboratory experiments, we discuss the question of the reliability of simulations used in teaching or in public information, and we give examples of their use for supporting NOS understanding and reasoning abilities. Finally, in the context of the philosophical discourse about scientific realism, we examine implications of the epistemology of models that concern the conception of the relation between scientific claims and the real world, which constitutes a fundamental epistemological basis for teaching the nature of science. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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