Simulations is considered the «third form of science» since it is possible tocreate events, with calculations like in authentic and real events.
Simulations: The featuresLearning 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.
It is important to know basis content ofknowledge butthe importanceis the ability to put that knowledge to work
PHYSICAL Opportunity to manipulate objetcs or phenomena representedon the screen as *theSIMULATIONS: 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 *flightSIMULATIONS 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.
• 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 centralA vision ofknowlege concepts. • Simulations present authentic problems but not necessary *real* problemsAn 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
The field of science seems to include more simulations than any other area. The term *Edutainment* is applied for software publishers with educational value.
LEARNING WITH SIMULATIONS CONTENTPROBLEM SOLVING LEARNING• Programs tend to • Some researches adress higher-order suggest that educational simulations are objectives. less effective for teaching factual knowledge.
Student Low costinvolvement Safety Better transferReduce threat Encouragement of socialization and and collaborationanxiety Making the imposible, POSSIBLE
Time More threatdemands and anxiety Deciding Adoption of when to the material but not the intervene concept directly is difficultObjectives Competitivemismatch focus
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.
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