scholarly journals Simulation-Based Learning Environments to Teach Complexity: The Missing Link in Teaching Sustainable Public Management

Systems ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 217-236 ◽  
Author(s):  
Michael Deegan ◽  
Krystyna Stave ◽  
Rod MacDonald ◽  
David Andersen ◽  
Minyoung Ku ◽  
...  
Keyword(s):  
Learning Environments ◽  
Public Management ◽  
Missing Link ◽  
Simulation Based

Simulations for Supporting and Assessing Science Literacy

2016 ◽  
pp. 191-229 ◽  
Author(s):  
Edys S. Quellmalz ◽  
Matt D. Silberglitt ◽  
Barbara C. Buckley ◽  
Mark T. Loveland ◽  
Daniel G. Brenner
Keyword(s):  
Problem Solving ◽  
Research And Development ◽  
Learning Environments ◽  
Summative Assessment ◽  
Digital Age ◽  
International Studies ◽  
Model Complex ◽  
Simulation Based ◽  
Extended Problem ◽  
Complex Phenomena

Simulations have become core supports for learning in the digital age. For example, economists, mathematicians, and scientists employ simulations to model complex phenomena. Learners, too, are increasingly able to take advantage of simulations to understand complex systems. Simulations can display phenomena that are too large or small, fast or slow, or dangerous for direct classroom investigations. The affordances of simulations extend students' opportunities to engage in deep, extended problem solving. National and international studies are providing evidence that technologies are enriching curricula, tailoring learning environments, embedding assessment, and providing tools to connect students, teachers, and experts locally and globally. This chapter describes a portfolio of research and development that has examined and documented the roles that simulations can play in assessing and promoting learning, and has developed and validated sets of simulation-based assessments and instructional supplements designed for formative and summative assessment and customized instruction.

scholarly journals Students’ Expectations and Experiences of Meaningful Simulation-Based Medical Education

Seminar.net ◽  
2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Tuulikki Keskitalo ◽  
Heli Ruokamo
Keyword(s):  
Medical Education ◽  
Learning Environments ◽  
Statistical Methods ◽  
Research Question ◽  
Meaningful Learning ◽  
Simulation Based ◽  
The Mean

This study aims to investigate students’ expectations and experiences of meaningful learning in simulation-based learning environments. We set the following research question: How do students’ experiences of meaningful simulation-based learning correspond to their expectations? The students’ (n = 87; male 51, female 36) pre- and post-questionnaires were analyzed using statistical methods. The results indicated that students’ expectations and experiences of meaningful learning were positive, and for most statements, there were statistically significant differences between the mean pre-questionnaire rating and the mean post-questionnaire rating, thereby indicating that students’ actual experiences of simulation-based learning were more positive than their expectations. Thus, students’ experiences exceeded their expectations.

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