NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1087180
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1191-162X
What Every Social Studies Teacher Should Know about Simulations
Wright-Maley, Cory
Canadian Social Studies, v48 n1 p8-23 2015
Simulations are of growing interest within the social studies in terms of research and practice. Although the findings of early research were unfavorable to simulations in terms of student learning, recent research has revealed new and interesting findings related to different domains of student learning that earlier research did not. In light of these conceptual and practical findings, it is important that teachers be granted access to the growth of knowledge in this burgeoning area of inquiry. To date, few scholars have disseminated to teachers the findings of existing research about simulations as it pertains to student learning, and to practitioners' planning and practice. In this article, I provide an account of research on simulation that will be helpful to teachers. The paper includes five critical areas that seek to help teachers better understand what simulations are, their affordances and challenges, as well as suggestions relating to the implications for teachers' curricular planning and implementation of simulations in their classrooms.
University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A