Simulations as Scaffolds in Science Education by Maggie Renken, Melanie Peffer, Kathrin Otrel-Cass, Isabelle

By Maggie Renken, Melanie Peffer, Kathrin Otrel-Cass, Isabelle Girault, Augusto Chiocarriello

This ebook outlines key concerns for addressing the grand demanding situations posed to educators, builders, and researchers drawn to the intersection of simulations and technology schooling. to accomplish this, the authors discover using laptop simulations as tutorial scaffolds that offer concepts and aid whilst scholars are confronted with the necessity to collect new abilities or wisdom. The monograph goals to supply perception into what learn has pronounced on navigating the complicated strategy of inquiry- and problem-based technology schooling and even if desktop simulations as educational scaffolds help particular goals of such pedagogical techniques for students.

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Science Process Skills Discipline Based Knowledge Science Education Reflective and Epistemic Processes Fig. 1 Effective science education requires consideration of learning goals and student needs related to discipline-based knowledge, experimentation or scientific process skills, and reflective and epistemic processes What Exactly Needs To Be Scaffolded in Science Education Contexts? ). Evidence supports inquiry- and problem-based strategies for approaching conceptual understanding and, when necessary, conceptual change (Loyens et al.

J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. The Journal of the Learning Sciences, 13(3), 423–451. Renken, M. , & Nunez, N. (2010). Evidence for improved conclusion accuracy after reading about rather than conducting a belief-inconsistent simple physics experiment.

1587. , Van Joolingen, W. , & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers and Education, 58(1), 136–153. 1016/j. 017. Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. The Journal of the Learning Sciences, 13(3), 305–335. van Joolingen, W. , & Dimitrakopoulou, A. (2007). Issues in computer supported inquiry learning in science. Journal of Computer Assisted Learning, 23(2), 111–119. x. D. Maggie is an Assistant Professor in the Educational Psychology program at Georgia State University.

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