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Software Goes to SchoolTeaching for Understanding with New Technologies$
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David N. Perkins, Judah L. Schwartz, Mary Maxwell West, and Martha Stone Wiske

Print publication date: 1997

Print ISBN-13: 9780195115772

Published to Oxford Scholarship Online: March 2012

DOI: 10.1093/acprof:oso/9780195115772.001.0001

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Conceptually Enhanced Simulations: A Computer Tool for Science Teaching

Conceptually Enhanced Simulations: A Computer Tool for Science Teaching

Chapter:
(p.106) 7 Conceptually Enhanced Simulations: A Computer Tool for Science Teaching
Source:
Software Goes to School
Author(s):

Joseph Snir

Carol Smith

Lorraine Grosslight

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195115772.003.0007

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.

Keywords:   understanding, students, science, natural phenomena, computer simulations, computers, teaching tool

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