CULTURAL AND SOCIAL PERSPECTIVES ON SIMULATION MODELING IN SCIENTIFIC EDUCATION

Abstract

Some studies in the literature have focused on the social and cultural aspects of modeling within scientific education. For example, Danish and Enyedy (2015) proposed that actor-network theory offers a valuable analytical framework to explore the social interactions of students in science classrooms. Similarly, Pierson et al. (2020) showed that existing social interaction patterns can serve as resources to participate flexibly with computational tools as active participants in the learning process.