Simulations chapter 7
- 1. Simulations is considered the «third form of science» since it is possible to create events, with calculations like in authentic and real events.
- 2. Simulations: The features Learning with structuring and and functions simulations experimenting of simulations Problem solving content learning Definitions Teaching with simulations Advantages of simulations Simulation categories Preparation Limitations of simulations Sources of simulation Debriefing Educational software publishers. Simulaltions for sicience Commercial software publishers on-line simulationCharacteristics of Simultaions Group work Simulations for workplace training Caracteristics of simulations Simulations as an integral part of classroom A vision of knowledge. Authentic problem Simulations for K-12 classrooms. instruction. context or setting variable rules of interaction.
- 3. It is important to know basis content of knowledge but the importance is the ability to put that knowledge to work
- 5. PHYSICAL Opportunity to manipulate objetcs or phenomena representedon the screen as *the SIMULATIONS: incredible laboratory* PROCESS Those wich support student experimentation with genetic rules, population growth, SIMULATIONS stock market dynamics and environmental systems. PROCEDURAL Teach the appropirate sequences of steps to perform in certain procedures *flight SIMULATIONS simulations or medical diagnostic simulations*. SITUATIONAL Present variety of situations and aske them to divise actions to solve problems *selling lemonade ad a lemonade stand, building transcontinental railroads, SIMULATIONS planning cities or e4cosystems.
- 6. • Knowledge in simulations is not presented as a cluster of right or weong answers. • Complex systems in which programmers have embedded understandingof the structures or central A vision of knowlege concepts. • Simulations present authentic problems but not necessary *real* problems An authentic • Authentic problem is one that could legitimately exist in a real-world context. problem • Simulations are defined universes set in a real or an imaginary context. A context of • The setting or context must be manipulated as part of the problem-solving process. setting • Good strategy is to study carefully the menus available on the menu bar. • The basic structures that define the universe of a simulation are generallly represented as variables that Variables learners manipulate. • I most of simulations, the rules of interaction must be discovered as the game progresses. Rules of • Managing the variables, vigen the complexity of their interactios can be very challenging. interaction
- 7. The field of science seems to include more simulations than any other area. The term *Edutainment* is applied for software publishers with educational value.
- 8. LEARNING WITH SIMULATIONS CONTENT PROBLEM SOLVING LEARNING • Programs tend to • Some researches adress higher-order suggest that educational simulations are objectives. less effective for teaching factual knowledge.
- 9. Student Low cost involvement Safety Better transfer Reduce threat Encouragement of socialization and and collaboration anxiety Making the imposible, POSSIBLE
- 10. Time More threat demands and anxiety Deciding Adoption of when to the material but not the intervene concept directly is difficult Objectives Competitive mismatch focus
- 12. 1. Simulations bring real-life context to the learners. 2. Simulations helps with situations that could happen in different scenarios. 3. Creativity is increased when learners develop a project, with virtual ingredients. 4. Improve the level of knowledge through different virtual activities.