Simulation and Learning: A Model-Centered Approach
The main idea of this book is that to comprehend the instructional potential of simulation and to design effective simulation-based learning environments, one has to consider both what happens inside the computer and inside the students' minds. The framework adopted to do this is model-centered learning, in which simulation is seen as particularly effective when learning requires a restructuring of the individual mental models of the students, as in conceptual change. Mental models are by themeselves simulations, and thus simulation models can extend our biological capacity to carry out simulative reasoning. For this reason, recent approaches in cognitive science like embodied cognition and the extended mind hypothesis are also considered in the book.. A conceptual model called the “epistemic simulation cycle” is proposed as a blueprint for the comprehension of the cognitive activies involved in simulation-based learning and for instructional design.
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abstract activities allow analog computer approach artiﬁcial aspects behavior cellular automata characterized cognitive linguistics cognitive load cognitive processes cognitive science complex computational model computer simulation concept conceptual metaphors conceptual model considered construction context deﬁned deﬁnition described diagrams differential equations difﬁcult domain dynamic models dynamical systems effect elements epistemic example experiments external extraneous cognitive load ﬁeld ﬁrst ﬂow ﬂuid function human hypothesis image-schemas images inﬂuence instructional interaction intrinsic cognitive load knowledge linguistic linked mathematical mechanisms mental models mental simulation metaphor methods model-based modeling and simulation molecular Molecular Dynamics molecules Moreover objects perceptual perspective phenomena physical problem solving reﬂect relation representation represented role schema science education scientiﬁc scientists Sect Seel simulation model simulation paradigm simulation program simulation-based learning environments situations speciﬁc Springer Science+Business Media strategies structure symbolic system dynamics teachers temperature theory underlying understanding variables verbal visual