Simulation: Underlying Theory
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Learning through simulation is intended to stimulate an experiential educational setting whereby the student is able to engage in the learning and construct mental models to fully understand the content being presented.
Simulation learning has its roots in behaviourism and constructivism.
Simulation learning has its roots in behaviourism and constructivism.
Behaviourism (click for source)
The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). It views the mind as a "black box" in the sense that response to stimulus can be observed quantitatively, totally ignoring the possibility of thought processes occurring in the mind. Some key players in the development of the behaviorist theory were Pavlov, Watson, Thorndike and Skinner.
Constructivism (click for source)
Constructivism is a theory of learning based on the idea that knowledge is constructed by the knower based on mental activity. Learners are considered to be active organisms seeking meaning. Constructions of meaning may initially bear little relationship to reality (as in the naive theories of children), but will become increasing more complex, differentiated and realistic as time goes on.
The Assumptions of Constructivism - Merrill (click for source)
* knowledge is constructed from experience * learning is a personal interpretation of the world * learning is an active process in which meaning is developed on the basis of experience * conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning * learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity (Merrill, 1991, in Smorgansbord, 1997) |