Make Your History Class Hop with Excitement (At Least Once a Semester): Designing and Using Classroom Simulations

Arnold, Thomas

doi:10.2307/494062

Cited by 13 publications

(16 citation statements)

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“…This study tentatively affirms the importance of the features of simulations articulated earlier in Wright-Maley (in press) and adds to the literature that suggests student participation and dynamism are central to the nature of simulations (Arnold, 1998;Butler, 1988;Colella, 2000;Leigh & Spindler, 2004;Wilensky & Stroup, 1999;Young et al, 2012). Simulations enable teachers to facilitate opportunities for students to wrestle with the complexities of human action and to develop critical skills used in navigating an uncertain world.…”

Section: Discussionsupporting

confidence: 76%

“…First, simulations should reflect the dynamism of real-life processes, events, or phenomena (Leigh & Spindler, 2004;Wilensky & Stroup, 1999;Young, Slota, & Lai, 2012) in a delimited way (Adlrich, 2006). Second, they should incorporate participation that positions students in active decisionmaking roles that meaningfully impact the activities' outcomes (Arnold, 1998;Butler, 1988;Colella, 2000). Third, simulations must be pedagogically mediated by the teacher to ensure that these other elements cohere into focused and powerful learning experiences (Crookall, 2010;DeLeon, 2008;Gillespie, 1973;Smith & Boyer, 1996;Wright-Maley, in press).…”

Section: Defining Simulationsmentioning

confidence: 98%

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On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Wright‐Maley¹

2015

Theory & Research in Social Education

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Section: Discussionsupporting

confidence: 76%

Section: Defining Simulationsmentioning

confidence: 98%

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Wright‐Maley¹

2015

Theory & Research in Social Education

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“…In order to avoid redundancy, it is sufficient to say that much of the dynamism described by Arnold (1998), McCall (2012, and others is linked to active student participation; it is for this reason that the participation of students is a fundamental component of simulations (e.g., Arnold, 1998;Butler, 1988;McCall, 2012). Even in the case of the plague simulation described in the previous section, students are active participants in the simulation.…”

Section: Active Human Agentsmentioning

confidence: 99%

Beyond the “Babel Problem”: Defining Simulations for the Social Studies

Wright‐Maley

2015

The Journal of Social Studies Research

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Simulation research has become a growing area of interest in the social studies in recent years. Problematically, the term simulation is used without consistency among practitioners and researchers. The conceptual confusion regarding what simulations are (or are not) muddies the field and makes it difficult for scholars to make sense of this phenomenon or to talk about simulations across findings. In order to bring clarity to the field, this paper is framed around two conceptual and analytic constructs: conceptual analysis and the theory of language games. In this paper, I will provide a rationale for why the social studies field requires a specific definition for simulations. Next, simulations will be defined using four specific criteria: verisimilitude, dynamism, active human agents, and pedagogical mediation. Finally, simulations will be differentiated from three related phenomena with which they are often conflated: games, role-plays, and models.

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“…Simulations, a type of ex periential learning (Dewey, 1938;Kolb, 1984), are not new to the English language arts; teachers frequently use simulations to help students master content and themes (McCann, 1996) and to personalize central conflicts in the text through experiencing similar situ ations (Mindich, 2000). Because simulations bring ab stract issues in texts to life, they help achieve affective objectives not easily met through traditional methods, particularly the building of empathy and the fostering of multiple perspectives (Arnold, 1998;Johannessen, 1993). They also provide a safe framework for students to "experience feelings of failure, poverty, ex cessive pressure, futility, hopelessness, and helpless ness" within a controlled environment (Kachaturoff, 1978, p. 222).…”

Section: Explainedmentioning

confidence: 99%

Untitled

2015

ALAN

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741X [Online]) publishes articles that explore, examine, critique, and advocate for literature for young adults and the teaching of that literature. Published pieces include, but are not limited to, research studies, papers presented at professional meetings, surveys of the literature, critiques of the literature, articles about authors, comparative studies across genres and/or cultures, articles on ways to teach the literature to adolescents, and interviews with YA authors. AUDIENCE. Many of the individual members of ALAN are classroom teachers of English in middle, junior, and senior high schools. Other readers include university faculty members in English and/or Education programs, researchers in the field of young adult literature, librar ians, YA authors, publishers, reading teachers, and teachers in related content areas. ALAN has members in all 50 United States and a number of foreign countries. PREFERRED STyLE. Manuscripts should usually be no longer than twenty double-spaced, typed pages, not including references. A manuscript submitted for consideration should deal specifically with literature for young adults and/or the teaching of that literature. It should have a clearly defined topic and be scholarly in content, as well as practical and useful to people working with and/or studying young adults and their literature. Research studies and papers should be treated as articles rather than formal reports. Stereotyping on the basis of sex, race, age, etc., should be avoided, as should gender-specific terms such as "chairman. " MANUSCRIPT FORMAT. Manuscripts should be double-spaced throughout, including quota tions and bibliographies. The names of submitting authors should not appear anywhere in the manuscript. Short quotations, as permitted under "fair use" in the copyright law, must be carefully documented within the manuscript and in the bibliography. Longer quotations and complete poems or short stories must be accompanied by written permission from the copyright owner. YA author interviews should be accompanied by written permission for publication in TAR from the interviewed author(s). Interviewers should indicate to the author(s) that pub lication is subject to review of an editorial board. Original short tables and figures should be double-spaced and placed on separate sheets at the end of the manuscript. Notations should appear in the text indicating proper placement of tables and figures. The ALAN Review uses the bibliographic style detailed in the Publications Manual of the American Psychological Association (APA). Please adhere to that style when including intext citations and preparing reference lists.

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Make Your History Class Hop with Excitement (At Least Once a Semester): Designing and Using Classroom Simulations

Cited by 13 publications

References 0 publications

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Beyond the “Babel Problem”: Defining Simulations for the Social Studies

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