Issues Associated with Inserting Computer Simulations into Biology Instruction: A Review of the Literature

Abstract

This paper reviewed empirical and theoretical issues associated with inserting computer simulations into biological instruction to help students better understand science concepts. Proponents claim advantages for simulations, such as greater experiential learning and higher student motivation. Critics claim simulations subvert scientific understanding because simulated experiences are insufficiently real. One particular focus was the role of simulations as replacement for dissection of animals. This issue is politically controversial because animal rights activists question the morality of dissection, while others argue that science learning is damaged by failure to experience dissection. While suffering numerous methodological defects, the available empirical research on simulations suggests the following: simulated dissection and actual dissections typically lead to equivalent performance on achievement tests, simulations used before actual dissections may enhance dissection performance, and experiential simulations facilitate learning from subsequent didactic instruction. Implications of these conclusions for education practice were discussed.