Simulation games and the social studies teacher

Bibliographic Data

ID5121635
AuthorsColin J Marsh (Murdoch University, corresponding author)
Year1981
Volume20
Issue3
Pages187-193
Publication date1981-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405848109542951
OpenAlexW2146924431
LanguageEN
Citations received1
References cited7

Simulation games are a useful example to illustrate the problem. Blaga (1978) noted there were over 1200 commercially produced simulations available in various subject areas, not to mention the hundreds which have been developed by individuals but never published. Yet the degree of acceptance of the simulation game as a teaching technique within the social studies teacher's repertoire is far from clear. Blaga's survey of Ohio secondary social studies teachers revealed that only 58 percent of the sample regularly used simulations, and only 9 percent of these made heavy use of them (used six or more simulations a year). The teachers' reasons for not using simulation games were related to skepticism about their educational benefit, concern over costs, and an unwillingness to spend the preparation time needed. It is suggested in this paper that simulation games do have considerable merit for social studies teachers; that there are various types and formats

Mathematics education · Repertoire · Sample (material · Skepticism · Social studies · Computer Science · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology

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