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Emphasizes the connection between simulation and mental process
Provides in-depth analysis of the relationships between simulation and mental models
Demonstrates ways that simulation can be used support conceptual change
Connects simulation with embodied cognition and the extended mind hypothesis
Provides concrete examples and guidelines for designing instructionally effective simulations
This book conveys the incredible instructional potential of simulation as a modality of education and provides guidelines for the design of effective simulation-based learning environments. The framework of the book consists of model-centered learning---learning that requires a restructuring of individual mental models utilized by both students and teachers.
Simulation models extend our biological capacity to carry out simulative reasoning. Recent approaches to mental modeling, such as embodied cognition and the extended mind hypothesis are also considered in the book, which relies heavily on recent advances in cognitive science.
A conceptual model called the “epistemic simulation cycle” is proposed as a blueprint for the comprehension of the cognitive activities involved in simulation-based learning and for instructional design.
Content Level »Research
Keywords »Concept models for cognition - Embodied cognition - Model-based instructional design - Model-centered learning - Simulation and learning - Simulation design - Simulative reasoning - Systems dynamics in teaching and learning