A Didactic and Metatheoretical Characterization of Computational Simulations in Science Education.
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| Title: | A Didactic and Metatheoretical Characterization of Computational Simulations in Science Education. |
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| Authors: | Martín, Eduardo1,2 (AUTHOR) eduan.martin@gmail.com, Ariza, Yefrin2,3 (AUTHOR) Yefrin.ariza@uc.cl |
| Source: | Science & Education. Jun2025, Vol. 34 Issue 3, p1775-1795. 21p. |
| Subject Terms: | *Simulation methods in education, *Science education, *Classrooms, Data modeling |
| Abstract: | Contemporary sciences, including the didactics of science, employ computational simulations as tools in their academic endeavors. The construction and application of these simulations are of interest to didactics as they contribute to shaping new perspectives on scientific activity. Consequently, they warrant special attention in conceptualizations of the nature of science. This article presents a specific characterization of Computational Simulations of Science Education (CSSE) at both the didactic and metatheoretical levels. On the didactic front, we highlight the primary scopes and limitations that arise from its implementation in the classroom. Additionally, we explore the distinctions between CSSE and Computational Simulations of the Sciences (CSS) in terms of design and structure. At the metatheoretical level, we argue, drawing mainly from van Fraassen's insights, that CSSE, capable of yielding quantitative data, are accompanied by data models derived from measurement procedures. These models are interconnected and, in turn, intricately linked to the phenomena under investigation. These structures are subsumed within the empirical substructures of theoretical models. We posit that CSSE serve as bridges facilitating the transition toward an understanding of theoretical models and real-world phenomena through their integration into educational activities. In conclusion, this contribution expands, and updates didactic and philosophical conceptions related to the production of contemporary scientific knowledge. This, in turn, offers novel insights into the nature of science for science education. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & Education 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.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185990918 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Didactic and Metatheoretical Characterization of Computational Simulations in Science Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Martín%2C+Eduardo%22">Martín, Eduardo</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> eduan.martin@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ariza%2C+Yefrin%22">Ariza, Yefrin</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<i> Yefrin.ariza@uc.cl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Jun2025, Vol. 34 Issue 3, p1775-1795. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Data+modeling%22">Data modeling</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Contemporary sciences, including the didactics of science, employ computational simulations as tools in their academic endeavors. The construction and application of these simulations are of interest to didactics as they contribute to shaping new perspectives on scientific activity. Consequently, they warrant special attention in conceptualizations of the nature of science. This article presents a specific characterization of Computational Simulations of Science Education (CSSE) at both the didactic and metatheoretical levels. On the didactic front, we highlight the primary scopes and limitations that arise from its implementation in the classroom. Additionally, we explore the distinctions between CSSE and Computational Simulations of the Sciences (CSS) in terms of design and structure. At the metatheoretical level, we argue, drawing mainly from van Fraassen's insights, that CSSE, capable of yielding quantitative data, are accompanied by data models derived from measurement procedures. These models are interconnected and, in turn, intricately linked to the phenomena under investigation. These structures are subsumed within the empirical substructures of theoretical models. We posit that CSSE serve as bridges facilitating the transition toward an understanding of theoretical models and real-world phenomena through their integration into educational activities. In conclusion, this contribution expands, and updates didactic and philosophical conceptions related to the production of contemporary scientific knowledge. This, in turn, offers novel insights into the nature of science for science education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science & Education 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185990918 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11191-024-00539-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1775 Subjects: – SubjectFull: Simulation methods in education Type: general – SubjectFull: Science education Type: general – SubjectFull: Classrooms Type: general – SubjectFull: Data modeling Type: general Titles: – TitleFull: A Didactic and Metatheoretical Characterization of Computational Simulations in Science Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Martín, Eduardo – PersonEntity: Name: NameFull: Ariza, Yefrin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09267220 Numbering: – Type: volume Value: 34 – Type: issue Value: 3 Titles: – TitleFull: Science & Education Type: main |
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