A Didactic and Metatheoretical Characterization of Computational Simulations in Science Education

Simple item page
dc.catalogadorpva
dc.contributor.authorMartín, Eduardo
dc.contributor.authorAriza Bareño, Angel Yefrin
dc.date.accessioned2024-11-18T16:35:08Z
dc.date.available2024-11-18T16:35:08Z
dc.date.issued2024
dc.description.abstractContemporary sciences, including the didactics of science, employ computational simulations as tools in their academic endeavors. The construction and application of these simulations are of interest to didactics as they contribute to shaping new perspectives on scientific activity. Consequently, they warrant special attention in conceptualizations of the nature of science. This article presents a specific characterization of Computational Simulations of Science Education (CSSE) at both the didactic and metatheoretical levels. On the didactic front, we highlight the primary scopes and limitations that arise from its implementation in the classroom. Additionally, we explore the distinctions between CSSE and Computational Simulations of the Sciences (CSS) in terms of design and structure. At the metatheoretical level, we argue, drawing mainly from van Fraassen's insights, that CSSE, capable of yielding quantitative data, are accompanied by data models derived from measurement procedures. These models are interconnected and, in turn, intricately linked to the phenomena under investigation. These structures are subsumed within the empirical substructures of theoretical models. We posit that CSSE serve as bridges facilitating the transition toward an understanding of theoretical models and real-world phenomena through their integration into educational activities. In conclusion, this contribution expands, and updates didactic and philosophical conceptions related to the production of contemporary scientific knowledge. This, in turn, offers novel insights into the nature of science for science education.
dc.description.funderFondecyt de Iniciacion project
dc.format.extent21 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1007/s11191-024-00539-7
dc.identifier.eissn1573-1901
dc.identifier.issn0926-7220
dc.identifier.urihttps://doi.org/10.1007/s11191-024-00539-7
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88576
dc.identifier.wosidWOS:001260377000002
dc.information.autorucFacultad de Educación; Ariza Bareño, Angel Yefrin; S/I; 1325095
dc.language.isoen
dc.nota.accesocontenido parcial
dc.publisherSpringer
dc.revistaScience & Education
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleA Didactic and Metatheoretical Characterization of Computational Simulations in Science Education
dc.typeartículo
sipa.codpersvinculados1325095
sipa.trazabilidadWOS;2024-07-13
sipa.trazabilidadORCID;2024-11-18
Files
Collections
Artículos de revistas