To Simulate or Not To Simulate? Investigating Myths about Social Studies Simulations
Bibliographic Data
| ID | 11594016 |
|---|---|
| Authors | Lorrei Dicamillo (,, corresponding author), Jill M Gradwell (,) |
| Year | 2013 |
| Volume | 104 |
| Issue | 4 |
| Pages | 155-160 |
| Publication date | 2013-05-14 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Social Studies (BOOK_SERIES) |
| Journal identifiers | ISSN: 0037-7996 • E-ISSN: 2152-405X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00377996.2012.716094 |
| OpenAlex | W1981946713 |
| Language | EN |
| Citations received | 10 |
| References cited | 14 |
While some educators assert that classroom simulations assist students in learning history, others posit that simulations can trivialize the past for students. In this article the authors argue there are many myths about simulations and that simulations are a defensible teaching activity if teachers enact them to encourage students’ interest in historical topics and challenge them to think critically and develop empathy for people who lived in the past. The authors draw on their research in two middle level teachers’ classes and the research of others to explore six myths about simulations. They also offer recommendations for teachers interested in creating educative simulations
Empathy · Mathematics education · Mythology · Pedagogy · Social studies · Sociology · Teaching method · Educator Training and Historical Pedagogy · History · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology
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| Unique citing works | 10 |
|---|---|
| Citations per year | 0.83 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |