ABSTRACT
This chapter examines the general pedagogical considerations of digital simulations when applied to frameworks used to inform teaching. These considerations will provide a sense of how teaching practices using simulations can support various learning theories. One method to support student learning while connecting it to domain-specific frameworks is the use of familiar experiences. The chapter addresses how simulations support student thinking within research-supported learning frameworks. It focuses on more constructivist models of teaching, as simulations have been most associated with supporting classroom practices that address authentic problem solving, teacher-facilitated inquiry, and empirical examinations of simulated phenomena. The chapter shows what some of the key tenets of effective learning frameworks are and shows how simulations can support these tenets. The use of simulations can foster the key components incorporated within innovative learning frameworks including constructivism and conceptual change theory.
