A ‘playful’ approach to promoting Vision III of Scientific Literacy in lower secondary education: Opportunities and limitations illustrated through a simulation game on energy issues

Abstract

Vision III of scientific literacy is seen as a central concept to prepare students for the complex challenges of our society, enabling them to participate as responsible citizens. However, studies show that implementation in the classroom is difficult and that teachers largely focus on Visions I and II. This article examines how simulation games could offer a way to promote Vision III of scientific literacy in interdisciplinary teaching. The possibilities and limitations are illustrated using the example of a specific simulation game.