Journal of Education, Society and Behavioural Science

Research highlights that science teachers can flexibly use the wide range of simulations in order to improve students’ motivation and actively participate in the learning process through their own goals. In Greece, adjustments to the curriculum for Science in High Education have been proposed interactive activities because of the great diversity of students in high school, their different profiles and the number of pupils with special educational needs. Thus, several researchers have argued that the use of new technology and simulation are supportive techniques. Simulations are used in many ways in teaching, as is demonstrated in international literature. A part of the research community believes that the effective use of simulations depends on appropriate pedagogical design. The present study focused on this statement and investigated students’ perspectives regarding the use of simulations, after the organization and the plan of a teaching scenario in science. The present paper aims to provide educators with information about new techniques they can use in teaching science, through inclusive strategies that can improve students’ confidence and academic performance. Study design: It constitutes qualitative research. In addition, the present study is considered as a case study. Data analysis is supported by qualitative, thematic analysis.  As a case study, the researcher took into consideration that the participants are being involved in a way that facilitates learning by doing. Thematic analysis involves systematic identification, understanding, and subsequent organization of recurring patterns of meaning. After collecting the data, literature in accordance with the research data were carefully examined by the researcher, increasing the validity of the study. Data was organized into groups and coding, followed by thematic analysis through systematic recognition. The present study was implemented at University of Crete during the courses of the Certificate Pedagogical and Teaching Proficiency in the fall semester of the academic year 2024- 2025. Qualitative data were collected through questionnaires with open-ended questions transferred to 120 University of Crete students (86 female and 34 males) by google form. In addition the present study as a case study, consisting of students were studying at the departments of Biology, Mathematics, Physics, Chemistry and Csd. Α high percentage of participants supported that a lot of cognitive (106/120), social (90/120) and emotional benefits can arise from the use of stimulation in science teaching for all children, especially those with special educational needs. They believe that simulation activates inquiry-based learning approaches, also, collaboration and experience approaches (60/120). The use of simulations supports interactivity, students’ active participation (112/120) and the visual and all the other kinds of stimuli (109/120) engage the learning. Concluding, the present study agrees with other researchers who support that new technologies reinforce the experiment and the learning achievement through visual and multi-stimuli learning. It reinforces the attitudes that simulations support the creation of motivation, during the students’ interaction both with their classmates through their teamwork and inquiry-based learning, improving their interests. The UoC science students emphasized the collaboration of children with Attention Deficit Hyperactivity Disorders, Autism Spectrum Disorders, Learning Disabilities and Intellectual Disorders with other classmates when they use simulations in order to understand science. Although a limited sample of science students’ responses is presented in this study, this research highlights the value of use of simulations in teaching of sciences, recognizing their inclusive dimension for students with special educational needs.