Enhancing concept learning: the simulation design experience

Druckman, Daniel and Ebner, Noam (2010) Enhancing concept learning: the simulation design experience. In: Venturing beyond the classroom. Rethinking Negotiation Teaching (2). Dri Press, St.Paul, MN. USA, pp. 269-291. ISBN 978-009827946-0-9

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Abstract

Druckman and Ebner carefully review a large number of studies which conclude that simulations (in all fields, not just negotiation) typically fail to live up to their promise. One quirk of the studies, however, drew their particular interest and inspired their own research: it seemed that students who designed simulations learned more than those who participated in them. Druckman and Ebner use this clue to develop a different kind of negotiation simulation – one in which the student plays the role of a teacher, and designs an exercise.

Statistics for this ePrint Item

Item Type:	Book Chapter (Commonwealth Reporting Category B)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Chapter 16.Permanent restricted access to published version due to publisher copyright policy.
Depositing User:	epEditor USQ
Faculty / Department / School:	Current - USQ Other
Date Deposited:	04 Jun 2011 12:09
Last Modified:	30 Aug 2016 03:10
Uncontrolled Keywords:	simulation exercises; simulation design; negotiation; learning style; role play
Fields of Research :	17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170203 Knowledge Representation and Machine Learning 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective:	C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
URI:	http://eprints.usq.edu.au/id/eprint/19152

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