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This papa* reviewed empirical and theoretical/speculative papa's on simulations in science education. Proponents claim advantages for simulations, such as greater experiential learning and higher student motivation. Critics claim simulations subvert scientific understanding because simulated experiences are insufficiently real. One particular focus was the role of simulations as replacement for dissection of animals. This issue is politically controversial because animal rights activists question the morality of dissection, while others argue that science learning is damaged by failure to experience dissection. While suffering numerous methodological defects, the available empirical research on simulations suggests the following: simulated dissection and actual dissections typically lead to equivalent performance on achievement tests, simulations used before actual dissections may aihance dissection performance, and experiential simulations facilitate learning from subsequeit didactic instruction. Implications of these conclusions for education practice were discussed. Introduction A number of authors have suggested that simulations can have positive effects on student learning. Zietsman & Hewson (1986) indicated that "simulations are aedible rq)resentations of reality, capable of producing significant conceptual change in students holding the alternative concq)tion'' (p. 28-38). Jerome Bruner (1966) concluded a discussion

The effects of computer simulation models on middle school students' understanding of the anatomy and morphology of the frog