Three categories of student understanding toward science are presented, stating that students need to (1) check out overt details about natural circumstances; (2) be familiar with the most recent scientific findings; and (3) gain knowledge of the objectives and methodologies of science. These divisions are grounded on the idea that students are able to perform tasks without scientific underpinnings. To address such a quandary, the authors propose the term "conceptually enhanced computer simulations," which is an equivalent notion for Judah Schwartz's "Intellectual Mirrors." Both have the main characteristic of helping students grasp the gap of actual experiences and perceptions with a theoretical background. Indeed, computers have been recognized as an effective teaching tool since these devices allow its users to conduct experiments, to draw images and to even automatically generate results without costing too much time, effort and money.
|Title of host publication||Software Goes to School|
|Subtitle of host publication||Teaching for Understanding with New Technologies|
|Publisher||Oxford University Press|
|ISBN (Print)||0195089383, 9780195115772|
|State||Published - 22 Mar 2012|
Bibliographical notePublisher Copyright:
© 1995 by Oxford University Press, Inc. All rights reserved.
- Computer simulations
- Natural phenomena
- Teaching tool
ASJC Scopus subject areas
- Psychology (all)