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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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.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: Current - USQ Other
Faculty/School / Institute/Centre: 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 (2008): 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
Fields of Research (2020): 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology
46 INFORMATION AND COMPUTING SCIENCES > 4611 Machine learning > 461199 Machine learning not elsewhere classified
39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences
Socio-Economic Objectives (2008): 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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