Role-Playing Simulations are scaled-down
situations whereby students assume real world roles as they solve problems
and make decisions. The students can see and discuss results within the
parameters of the interaction.
SD simulations are based upon mathematical models of interrelated
quantities that numerically describe the situation. They typically have a narrower scope than
role-playing due to the need to quantify numerically. Roles of participants
are not usually very important in these simulations in contrast to Role-Playing Simulations
Examples
of popular simulations used in schools and business world already
Civil War, Colonization, Mini-society, Public health clinic, Santa Fe
train, Mock United Nations, Mock Trials, Government, Business projects, Business
negotiations, Stock Market, Barnga, Firefox: Nuclear arms negotiations,
Oregon Trail
Flight
Simulator, New Deal, Mining, Weather prediction, Safety planning, Stock
Market, Consequences of fishing practices, City-planning, Public health,
Barnga, Traffic planning, Fire
In
contrast to Chilcott, Lunce classifies simulations into four types: (a)
physical simulations, (b) iterative simulations, (c) procedural simulations,
and (d) situational simulations. Physical simulations include, for
example, simulations that help scientists to predict what global weather pattern
will develop in the wake of other changes in the system. Iterative simulations focus on aspects of life not generally
observable in real time. Science or
social science students, for example, are asked to repeatedly run simulations
on a computer to find out what would
happen over time if a variable (or
multiple variables ) change or effect an organism or system were introduced.
Historically,
laboratories have offered a platform for the world of procedural simulations; however, these kind of simulations can also
be done through role-playing and/or through a variety of related simulations on
computer. Situational simulations are
exemplified by the cultural-clash Barnga activity or the resource oriented
"poverty meal" (Rich Meal, Poor Meal 2013). Because of their open-ended nature,
these type of simulations are usually the most difficult to carry out--and
therefore often call for the most care in their planning.
Table 2
Lunce's (2006) Typology of
Simulations
(a) Physical simulations
--allow the learner to manipulate the material in an open-ended
scenario and observe the results
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