Simulation and Learning: A Model-centered Approach

Landriscina, Franco

ISBN 10: 1489999655 / ISBN 13: 9781489999658

Published by Springer Verlag, 2012

About this Item

bilingual edition. 253 pages. Italian language. 9.25x6.10x0.61 inches. In Stock.

Seller Inventory # x-1489999655

Bibliographic Details

• Title: Simulation and Learning: A Model-centered Approach
• Publisher: Springer Verlag
• Publication Date: 2012
• Language: English
• ISBN 10: 1489999655
• ISBN 13: 9781489999658
• Binding: Paperback
• Condition: Brand New

About this title

Synopsis

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.

From the Back Cover

This book conveys the incredible instructional potential of simulation as a modality of education and provides guidelines for the design of effective simulation-based learning environments. The framework of the book consists of model-centered learning---learning that requires a restructuring of individual mental models utilized by both students and teachers.

Simulation models extend our biological capacity to carry out simulative reasoning. Recent approaches to mental modeling, such as embodied cognition and the extended mind hypothesis are also considered in the book, which relies heavily on recent advances in cognitive science.

A conceptual model called the “epistemic simulation cycle” is proposed as a blueprint for the comprehension of the cognitive activities involved in simulation-based learning and for instructional design.