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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/openAccess
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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