Simulations As Scaffolds in Science Education

This book outlines key issues for addressing the grand challenges posed to educators, developers, and researchers interested in the intersection of simulations and inquiry-based science education (IBSE). To achieve this, the authors explore the use of computer simulations as instructional scaffolds that provide strategies and support when students are faced with the need to acquire new skills or knowledge. A goal of the monograph is to provide insight into what research has reported on navigating the complex process of IBSE and whether computer simulations as instructional scaffolds support specific aims of IBSE for students.

Maggie Renken is an Assistant Professor in the Educational Psychology program at Georgia State University. Broadly, her research focuses on scientific thinking and the acquisition of science knowledge. Her work has considered how adolescents and young adults learn and alter inaccurate prior beliefs through various media, including computer simulations, text, and hands-on experimentation. Melanie Peffer has a Ph.D. in molecular biology and is currently a postdoctoral research fellow in the Educational Psychology, Special Education and Communication Disorders department at Georgia State University. Melanie’s research interests involve integrating her background in molecular biology with the principles of educational psychology. Kathrin Otrel-Cass is an Associate Professor in Science Education and the head of a study board in techno-anthropology. She leads the techno-anthropology video lab and is the co-leader of the techno-anthropology research group. Kathrin is interested in ICT and its role in mediating learning and practices in science and technology and in science education. Isabelle Girault is an associate professor at Grenoble Alpes University in the field of chemistry education research and intelligent learning environments. Her work focuses on learning sciences by scientific inquiry process and more precisely on the experimental design task by students. She studies the impact of scaffolds of computer environments, in association with teachers, on the success and learning of students designing experiments. Augusto Chiocarriello obtained his Physics degree in 1980 at the University of Naples. From 1982 to 1986, he worked in physics education at the Educational Technology Centre, UC Irvine, initially as a CNR research fellow and subsequently as project manager. In 1986, he joined CNR-ITD as a researcher and he worked on exploiting multimedia technology in design and development of learning systems in several EC DELTA projects.