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Winsberg, E. (2009). Computer Simulation and the Philosophy of Science. Philosophy Compass, 4(5), 835-845. This scholarly journal addresses the use of computer simulations as a scientific tool in many areas of science.  There are many differing opinions as to the accuracy and reliability of these simulations.  Computer simulations take a multitude of mathematical computations to create.  Many philosophers of science have deemed these simulations to be insufficiently supported for philosophy and scientific use.  In this article, Winsberg proceeds to show that there are misconceptions in this thinking.  He proceeds to support the use of simulations as a benefit for several fields of science if used appropriately.  

Schwarz, C. V., Meyer, J., Sharma, A. (2007, February 1). Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods. Journal of Science Teacher Education, 18, 243-269. Doi:10.1007/s10972-007-9039-6 http://kristine.s.tripod.com/fulltext.pdf This article goes into explaining the importance of training our "preservice" teachers to be computer literate in their own schooling to assist in their role in passing the knowledge down to their students. Their hypothesis was that computer modeling and simulations might be a meaningful way to help "preservice" elementary and middle school teachers learn about these technologies in their own education, thus showing them the effectiveness it could have on their future students. They concluded that there was some conflict in ideas. In the end, time and money also stood in the way of this becoming an approach for training "preservice" teachers. It being left to districts to advance their own software for use in the classroom.

National Research Council of the National Academies. 2014. Learning Science Through Computer Games and Simulations. 87-92. Retrieved from http://www.nap.edu/openbook.php?record_id=13078&page=R1 Chapter 5 focuses on assessing science-based simulations for their potential to support student learning and to assess their understanding of the concepts addressed. In the end further research is required to assess the effectiveness of simulations and playing games since the technology is moving faster than we can keep up with. Effectively assessing them is still fairly new, so it needs to be explored more.

Cherry, G., Ioannidou, A., Rader, C., Brand, C., Repenning, A. (n.d). Simulations for Lifelong Learning. Department of Computer Science, University of Colorado, Boulder. Retrieved from http://www.cs.colorado.edu/~ralex/papers/PDF/NECC99.pdf  The authors looked at simulation integration at all levels (elementary through the professional level) using VAT (Visual Agen Talk).  They base their thoughts on the idea that simulations are used the show how or why something works.  It gives them the opportunity to engage in scientific inquiry, and test their theories.   They believe that by using these simulations teachers support student collaboration and support science inquiry in the classroom.

Keller, H. (2009, June 2). Can Virtual Labs Replace Hands-On? Science Education. Retrieved from http://etcjournal.com/2009/06/02/can-virtual-labs-replace-hands-on/ This journal sums up the opinion of an educator who has used both labs and simulations to teach science education.  He has discovered that using a combination of both computer based science simulations hands-on experiments is the best method of science investigation education for students.  Since there are simulations that can be affected by the environment, the simulations can't all stand on their own.  By participating in a hands-on experiment students can witness the change in data due to environmental change.  Simulations supply a lot that we can manipulate, but they don't always have every aspect necessary. 

Duffy, T. & Cunningham, D. (1996). Constructivism: Implications for the Design and Delivery of Instruction. In D.  Duffy and Cunningham debate whether computer technology is a positive or a negative thing.  They go on to demonstrate many differing opinions on this standpoint and supporting factors either for or against. Since everyone is different and there are differing opinions we can look at the multiple perspectives and devise that success in learning requires scaffolding, coaching, support and immediate feedback to be successful.

Jong, D. T. (1998) Scientific discovery learning with computer simulations of conceptual domains. (Review of Educational Research). SAGE Publications., 68, pp 179-202. This literature review addresses simulations and the effectiveness of their use in discovery learning.  The author lists several short coming of simulations, as well as ways to balance out these negative issues.  In the end, it is discovered that with combined instruction and simulation use, you will have the best outcome for student learning, understanding and growth.