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This volume brings together both political and educational
scientists. While educational research literature has so far not
systematically addressed the tool of simulations of
decision-making, political scientists have hardly used insights
from research on assessment or on motivation and interest of
students. Almost all political science publications on simulations
merely discuss how to implement the tool in class and fall short of
providing evidence of the effects on student outcomes such as
increased interest and performance. Combining the two disciplines
is mutually enriching. Political science benefits from state of the
art educational science measuring and testing of the claims made by
the proponents of simulations, while educational sciences adds the
systematic analysis of simulations of decision-making to their list
of empirical objects, which also adds insights to the theories on
the affective component of student learning. It is the explicit aim
of the volume to address how simulating decision-making
environments fosters learning. Implications for research and
practice regarding student learning are addressed in all chapters.
This volume brings together both political and educational
scientists. While educational research literature has so far not
systematically addressed the tool of simulations of
decision-making, political scientists have hardly used insights
from research on assessment or on motivation and interest of
students. Almost all political science publications on simulations
merely discuss how to implement the tool in class and fall short of
providing evidence of the effects on student outcomes such as
increased interest and performance. Combining the two disciplines
is mutually enriching. Political science benefits from state of the
art educational science measuring and testing of the claims made by
the proponents of simulations, while educational sciences adds the
systematic analysis of simulations of decision-making to their list
of empirical objects, which also adds insights to the theories on
the affective component of student learning. It is the explicit aim
of the volume to address how simulating decision-making
environments fosters learning. Implications for research and
practice regarding student learning are addressed in all chapters.
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