Conceptually Enhanced Simulations: A Computer Tool for Science Teaching

Joseph Snir, Carol Smith, Lorraine Grosslight

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


    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.

    Original languageEnglish
    Title of host publicationSoftware Goes to School
    Subtitle of host publicationTeaching for Understanding with New Technologies
    PublisherOxford University Press
    ISBN (Electronic)9780199848041
    ISBN (Print)0195089383, 9780195115772
    StatePublished - 22 Mar 2012

    Bibliographical note

    Publisher Copyright:
    © 1995 by Oxford University Press, Inc. All rights reserved.


    • Computer simulations
    • Computers
    • Natural phenomena
    • Science
    • Students
    • Teaching tool
    • Understanding

    ASJC Scopus subject areas

    • General Psychology


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