Student Learning in Science Simulations: A Synthesis

这是一项为期两年的研究，将研究可用于6-12年级科学课程的科学模拟软件产品（免费和商业），并综合有关学生在这种虚拟环境中学习的文献，以生成一份报告，该报告将通知科学教育工作者和管理人员使用和购买初中和高中科学教材。科学模拟软件福尔斯分为两大类，虚拟实验室和现象模拟。虚拟实验室在屏幕上模拟传统上在真实的学校实验室中进行的实验，作为生物，化学和其他科学主题的一部分。它们提供了使用实验室材料、设备和工具的机会，这些材料、设备和工具旨在反映真实的实验室中的情况。科学现象的其他模拟用于模拟在真实的生活中不容易观察到的事物，或者计算机模拟提供其他优势。模拟可以用来向学生展示在真实的时间内不容易观察到的科学现象。例如，以慢动作（如波的运动）或加速（例如，由河流引起的侵蚀）。在这些背景下，基于研究的证据对领导决策至关重要，但研究基础是分散的，目前的综合和/或荟萃分析有限。这项研究将填补这一空白。为了产生更广泛的影响，综合报告将均衡地考虑与现有产品相关的实地证据。预计这将被广泛使用的各种团体负责全国各地的初中和高中学生的科学教育。调查结果将通过期刊文章、会议介绍和出版一份广泛分发的特别《知识简报》在整个科学教育界和研究界传播。

This is a two-year study that will examine science simulation software products (both free and commercial) that are available for grades 6-12 science courses and synthesize the body of literature on student learning in such virtual environments to produce a report that will inform science educators and administrators using and buying middle and high school instructional materials in science. Science simulation software falls into two main categories, virtual laboratories and simulations of phenomena. Virtual laboratories simulate on-screen the experiments that are traditionally performed in real school laboratories as part of biology, chemistry and other science topics. They provide opportunities to use lab materials, equipment, and tools that are designed to mirror those in a real laboratory. Other simulations of science phenomena are used to model things that are not easily observed in real life or where a computer simulation offers other advantages. Simulations may be used to show students scientific phenomena that cannot easily be observed in real time. For example, seeing things in slow-motion (like the motion of a wave) or speeded-up (e.g., erosion caused by a river). Research-based evidence is critical to decision-making for leadership in these contexts, yet the research base is fragmented and there is limited current synthesis and/or meta-analysis is available. This study will fill that gap. For broader impact, the synthesis will provide a balanced consideration of the evidence from the field that is relevant to products available now. It is anticipated that this will be widely used by a variety of groups responsible for the science education of middle and high school students across the nation. The findings will be disseminated throughout the science education community and research community through journal articles, conference presentations and through the publication of a special Knowledge Brief that will be widely distributed.