Simulating Environmental Issues: New Digital Tools to Teach Biology In Silico

Abstract

Computers have been an indispensable part of human working and private life for decades, and in classrooms the use of digital devices and tools is increasing as a result of digitalization. In this study, we aimed to test the potential of computer simulations as digital tools in biology lessons to convey environmental issues. For this purpose, we conducted an online survey and evaluated 137 responses from German high-school students between 14 and 20 years of age. We asked the students about their attitude towards computer simulations as digital tools in biology lessons and tested the students’ knowledge about models and computer simulations as well as their basic knowledge about plant morphology. Additionally, we investigated the students’ self-perceived computer skills and their motivation to work with computers within information and communication technologies (ICTs). Our results show a relationship between high self-perceived computer skills and high motivation to work with computers and a high responsiveness to learning about environmental issues in silico (computer-based), even if gender differences are visible. Therefore, including computer simulations as a student-centered method can be profitable for students, increasing their understanding of environmental issues and combating their lack of botanical knowledge.