Abstract

The present study aims to investigate the views of science students regarding the use of simulations to enhance cognitive development, self-regulation, and self-confidence within their respective disciplines. 141 undergraduate students of the University of Crete, enrolled in the Certificate of Pedagogical and Teaching Competence program, participated. The study adopted a qualitative, interpretive research design employing thematic analysis. The data were collected through an anonymous open-ended questionnaire. The participants maintained that simulations strengthen numerous cognitive and executive functions that are highly important for the cognitive development of the growing individual. Observation, attention, critical thinking, and problem-solving were mentioned in almost all of their responses. They emphasized the value of hypothetico-deductive reasoning in learning (122/141), as well as organization (118/141), comparison (112/141), and decision-making (93/141).

In addition, several references were made to “central coherence,” expressed through the terms “information gathering and processing” (92/141), and to the function of “inhibitory control–inhibition” (90/141), expressed through the terms “evaluation/self-monitoring.” At the same time, “creativity” appears in a considerable number of responses (87/141), while memory is mentioned less frequently. Participants, also, strongly associate the use of simulations with the enhancement of learners’ self-efficacy (120/141) and self-confidence (90/141)..Finally, the participants support the connection between “self-regulation” and science teaching through simulations in a large proportion of their responses. The term itself was used verbatim in a small share of the responses (40/141); however, it was additionally expressed descriptively in many others (90/141), resulting in a total of 130/141 references to the function of self-regulation.

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