Computer Simulations in Science Education based on Simulation and Learning A Model-Centered Approach

Abstract

This paper critically appraises Simulation and Learning: A Model-Centered Approach by de Jong and de Jong (2003), evaluating the educational effectiveness of computer simulations in science education through a model-centered approach. The model-centered framework positions simulations as interactive tools that enable students to test hypotheses, explore variables, and develop deeper conceptual understanding through guided inquiry. This review evaluates the educational effectiveness of computer simulations through the lens of model-centered approach and the framework of theoretical foundations, instructional design principles, and empirical insights, highlighting that how simulations facilitate inquiry-based learning and conceptual change in science classrooms. Using qualitative content analysis supported by contemporary literature to examine how simulations foster active engagement, conceptual change, and higher-order reasoning skills. It also identifies key instructional design principles for simulation-based learning, discusses their impact on learner participation, and highlights their relevance in current educational contexts by drawing connections to emerging technologies such as virtual reality and AI-driven adaptive scaffolding. These developments extends the opportunities for more personalized and equitable learning experiences. The paper concludes with practical recommendations for educators, including strategies for integrating affordable simulation platforms, aligning activities with curriculum goals, and leveraging guided inquiry for conceptual growth and outlining directions for future research on scalability of simulation-based learning and its integration with evolving educational technologies.