How Can Simulations Promote Learning in Science? An Exploratory Study to Examine Two Simulation Tools

摘要

Over the past 15 years, there has been pressure to increase the level of science, technology, engineering, and math (STEM) literacy in the United States. This pressure precipitates a change in national school politics with a retooling of the way students are prepared to enter institutions of higher education. The national demographic continues to diversify, highlighting the importance of identifying impediments to STEM education with respect to achievement in these fields for underrepresented groups (Triandis, Kurowski & Gelfand, 1994).