use of ict in science

1. Students’ use of ICT simulations helped to improve their understanding of science ideas significantly more effectively compared with their use of non-ICT teaching activities (based on six studies). 2. Students’ significantly better understanding of science ideas when using ICT simulations versus their use of traditional (non-ICT) activities can lead to understanding of science knowledge (based on seven studies) and to understanding of scientific approach (three studies). 3. The simulations fell into two main categories: (i) simulation of specific experiments and (ii) simulations of a wider scientific situation, commonly known as ‘virtual environments’, which could include experimental simulations. 4. The positive effect of students’ use of ICT simulations on their understanding of science ideas is independent of the type of simulation, that is, simulations as virtual experiments (four studies) or simulations of a virtual environment (three studies). 5. Students’ use of ICT simulations was more effective than using non-ICT teaching activities for supporting basic science ideas (from three studies), including the improvement of: Bloom’s lower levels of understanding (two studies) understanding of basis aspects of the scientific approach (one study) science knowledge of less advanced reasoners (one study). 6. The improvements in higher understanding (for example, application) of more advanced aspects of the scientific approach (for example, the design of an experiment) and for more advanced (formal) reasoners can be achieved to the same extent with or without simulations. 7. The gains from the students’ use of ICT simulations were even further increased when teachers actively scaffolded or guided students through the ICT simulations (two studies). The extra gains resulting from teacher guidance through the ICT simulation included further improvement of lower levels of understanding of science (knowledge) and of the scientific approach, including the application of science knowledge to new situations (two studies). Thus simulations can bring benefits to students in respect of scientific knowledge/explanations and approach, but not in all situations and with all students and teachers. Care needs to be taken in establishing the particular benefits for particular learners and learning objectives in particular situations.