Pedagogy Designs to Augment the Impact of Computer Simulations

Abstract

In this study, we compare the effects of two different pedagogical designs around a computer simulation on students’ scientific literacy in the case of learning science concepts relating to sinking and floating. We also compare the effects of teaching with simulations versus traditional teaching to provide baseline information. A total of 75 eighth-grade students participated in the study. Data collected include the students’ pretest and posttest data that indicate scientific literacy. The results provide evidence for the effectiveness of a student-centered pedagogical design. Reflection and discussion on how to augment the impact of computer simulations are provided.