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dc.contributor.author Greca, Ileana
dc.contributor.author Seoane, Eugenia
dc.contributor.author Arriassecq, Irene
dc.date.available 2018-01-12T22:22:14Z
dc.date.issued 2014-01
dc.identifier.citation Arriassecq, Irene; Seoane, Eugenia; Greca, Ileana; Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science Education; Springer; Science & Education (Dordrecht); 23; 4; 1-2014; 897-921
dc.identifier.issn 0926-7220
dc.identifier.uri http://hdl.handle.net/11336/33203
dc.description.abstract Computers and simulations represent an undeniable aspect of daily scientific life, the use of simulations being comparable to the introduction of the microscope and the telescope, in the development of knowledge. In science education, simulations have been proposed for over three decades as useful tools to improve the conceptual understanding of students and the development of scientific capabilities. However, various epistemological aspects that relate to simulations have received little attention. Although the absence of this discussion is due to various factors, among which the relatively recent interest in the analysis of longstanding epistemological questions concerning the use of simulations, the inclusion of this discussion on the research agenda in science education appears relevant, if we wish to educate scientifically literate students in a vision of the nature of science closer to the work conducted by researchers today. In this paper we review some contemporary thoughts emerging from philosophy of science about simulations in science and set out questions that we consider of relevance for discussion in science education, in particular related with model-based learning and experimental work.
dc.format application/pdf
dc.language.iso eng
dc.publisher Springer
dc.rights info:eu-repo/semantics/restrictedAccess
dc.rights.uri https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject SIMULATIONS IN SCIENCE
dc.subject EPISTEMOLOGY
dc.subject SIMULATIONS IN SCIENCE EDUCATION
dc.subject.classification Otras Ciencias de la Educación
dc.subject.classification Ciencias de la Educación
dc.subject.classification CIENCIAS SOCIALES
dc.title Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science Education
dc.type info:eu-repo/semantics/article
dc.type info:ar-repo/semantics/artículo
dc.type info:eu-repo/semantics/publishedVersion
dc.date.updated 2016-11-23T19:54:43Z
dc.identifier.eissn 1573-1901
dc.journal.volume 23
dc.journal.number 4
dc.journal.pagination 897-921
dc.journal.pais Países Bajos
dc.journal.ciudad Dordrecht
dc.description.fil Fil: Greca, Ileana. Universidad de Burgos; España
dc.description.fil Fil: Seoane, Eugenia. Universidad Nacional del Centro de la Provincia de Buenos Aires.Facultad de Ciencias Exactas; Argentina
dc.description.fil Fil: Arriassecq, Irene. Universidad Nacional del Centro de la Provincia de Buenos Aires.Facultad de Ciencias Exactas; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.journal.title Science & Education (Dordrecht)
dc.relation.alternativeid info:eu-repo/semantics/altIdentifier/url/https://link.springer.com/article/10.1007/s11191-013-9673-7
dc.relation.alternativeid info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1007/s11191-013-9673-7


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info:eu-repo/semantics/restrictedAccess Excepto donde se diga explícitamente, este item se publica bajo la siguiente descripción: Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Unported (CC BY-NC-SA 2.5)