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
11.
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.
