COMPUTER SIMULATIONS IN SCIENCE EDUCATION: Implications for Distance Education

Abstract

This paper is a review of the literature about the use of computer simulations in science education. This review examines the types and good examples of computer simulations. The literature review indicated that although computer simulations cannot replace science classroom and laboratory activities completely, they offer various advantages both for classroom and distance education. This paper consists of four parts. The first part describes computer simulations; the second part reviews the benefits in science education; the third part looks for the relation with science process skills; and the last part makes connections with the distance education. The literature suggests that the success of computer simulations use in science education depends on how they incorporated into curriculum and how teacher use it. The most appropriate use of computer simulations seems that use them for a supplementary tools for classroom instruction and laboratory. Multimedia supported, highly interactive, collaborative computer simulations appealing growing interest because of their potentials to supplement constructivist learning. They offer inquiry environments and cognitive tools to scaffold learning and apply problem-solving skills. Computer simulations are good tools to improve students’ hypothesis construction, graphic interpretation and prediction skills. The literature review also implied that computer simulations have potential for distance education laboratories. Yet this area is elusive and needs to be researched further.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 57 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.