Student Learning in Science Simulations: A Synthesis

这是一项为期两年的研究，将检查可用于6-12年级科学课程的科学模拟软件产品（包括免费和商业），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，该报告将为科学教育者和管理者提供使用和购买初中和高中科学教学材料的信息。科学仿真软件主要分为两大类：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、设备和工具的设计反映了真实实验室的情况。对科学现象的其他模拟用于模拟在现实生活中不易观察到的事物，或者计算机模拟提供其他优势的地方。模拟可以用来向学生展示不容易实时观察到的科学现象。例如，看到慢动作的事物（如波浪的运动）或加速的事物（如河流造成的侵蚀）。在这些背景下，基于研究的证据对领导决策至关重要，但研究基础是碎片化的，目前的综合和/或元分析有限。这项研究将填补这一空白。为了产生更广泛的影响，综合将对与现有产品相关的领域证据进行平衡的考虑。预计这将被全国负责初高中学生科学教育的各种团体广泛使用。这些发现将通过期刊文章、会议报告和出版一份特别的知识简报在科学教育界和研究界广为传播。

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.