Domain-independent simulations share the same characteristics as usual computer simulations, with the exception of being related to no particular referent or phenomenon. We first propose a model of the processes followed respectively by designers and end-users of a simulation, which reveals the conditions that make a simulation domain dependent (or not) from the perspective of each of these actors. We then present the successive, less and less domain-dependent, versions of a simulation we developed and tested in a university-level epistemology course intended for prospective teachers. Finally, we describe the main characteristics of the problem-solving processes we observed among these students, engaged in an open-ended learning activity based upon this simulation.
Available online: 2009-06-15
Couture, M., & Meyor, C. (2008). Simulations informatiques adisciplinaires et résolution de problèmes ouverts : une étude exploratoire auprès d’étudiants en formation des maîtres. International Journal of Technologies in Higher Education, 5(2), 50-67. https://doi.org/10.18162/ritpu.2008.150