Integration of Simulations in the Teaching and Learning of Science: Attitudes of Secondary Education Science Teachers who Use Simulations

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Published: Apr 18, 2026
DOI: https://doi.org/10.12681/codiste.9882
Keywords:
natural sciences simulations teachers’ attitudes
Chrysanthi Gidari - Gounaridou
University of Macedonia
https://orcid.org/0009-0005-9636-3045
Ioannis Ioannis
University of Macedonia
https://orcid.org/0000-0002-1895-4588
Abstract

The integration of simulations into Science Education has sparked significant academic interest both in Greece and internationally. This qualitative study explores secondary education teachers’ attitudes toward the use of simulations through semi-structured interviews. Participants acknowledge the positive impact of simulations on students’ understanding of complex scientific concepts, despite challenges related to limited technological infrastructure, time constraints, and insufficient training. Individual initiative and self-directed learning emerge as key factors in overcoming these barriers. Notably, the possession of Level B ICT certification is found to positively influence teachers' attitudes and their effective use of digital tools. The findings highlight the necessity for institutional support, targeted professional development, and intra-school collaboration to promote the meaningful integration of simulations into everyday teaching practices.

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