Simulation and Learning [electronic resource] : A Model-Centered Approach /
Landriscina, Franco.author.
This book conveys the incredible instructional potential of simulation as a modality of education and provides guidelines for the design of effective simulation-based learning environments.  The framework of the book consists of  model-centered learning---learning that requires a restructuring of individual mental models utilized by both students and teachers. Simulation models extend our biological capacity to carry out simulative reasoning. Recent approaches to mental modeling, such as embodied cognition and the extended mind hypothesis are also considered in the book, which relies heavily on recent advances in cognitive science. A conceptual model called the “epistemic simulation cycle” is proposed as a blueprint for the comprehension of the cognitive activities involved in simulation-based learning and for instructional design.
Description based upon print version of record.
""Foreword""; ""Preface""; ""Acknowledgments""; ""Contents""; ""1 An Introduction to Simulation for Learning""; ""1.1â€?The Simulation Paradox""; ""1.2â€?The Epistemic Status of Simulation""; ""1.3â€?Not All Simulations are Created Equal""; ""1.4â€?Differences Between Simulation and Games""; ""1.5â€?What is Simulation?""; ""1.6â€?The Need for a Multidisciplinary Approach""; ""1.6.1 Simulation Paradigm""; ""1.6.2 Learning Goals""; ""1.6.3 Curricular Development""; ""1.6.4 Cognitive Processes""; ""1.6.5 Epistemic Beliefs""; ""1.6.6 Activities and Outputs""; ""1.6.7 Instructional Strategies""
""2 Simulation and Cognition""""2.1â€?Mental Models""; ""2.2â€?Mental Models as Simulations""; ""2.3â€?Simulating Other Minds""; ""2.4â€?Grounding Cognition in Simulation""; ""2.5â€?Simulation and Metaphor""; ""3 Models Everywhere""; ""3.1â€?A Concept at the Crossroads of Different Disciplines""; ""3.2â€?From Logic to Representation""; ""3.3â€?Models and Problem Solving""; ""3.4â€?Types of Models""; ""3.5â€?The Pragmatic Perspective""; ""3.6â€?The Cybernetic Perspective""; ""3.7â€?A General Theory of Models""; ""4 Simulation Modeling""; ""4.1â€?From Models to Simulation""
""4.2â€?Computational Models""""4.3â€?The Modeling and Simulation Process""; ""4.3.1 Project Description""; ""4.3.2 Conceptual Model""; ""4.3.3 Computational Model""; ""4.3.4 Simulation Program""; ""4.4â€?Modeling and Simulation Paradigms""; ""4.5â€?Dynamical Systems Modeling""; ""4.6â€?From Mechanics to Everything Else""; ""4.7â€?Continuum Physics Modeling""; ""4.8â€?Molecular Dynamics""; ""4.9â€?Compartmental Models""; ""4.10â€?Agent-Based Modeling""; ""4.11â€?System Dynamics""; ""4.12â€?Cellular Modeling and Simulation""; ""4.13â€?Comparing Paradigms""; ""5 Simulation-Based Learning""
""5.1â€?Simulation-Building Versus Simulation-Using""""5.2â€?The Cognitive Processes Involved in Simulation-Based Learning""; ""5.3â€?Simulative Reasoning in Science""; ""5.4â€?Model-Based Learning and Teaching""; ""5.5â€?Learning by System Modeling""; ""5.5.1 Computational Model Layer""; ""5.5.2 User Interface Layer""; ""5.5.3 Instructional Support""; ""5.5.4 Complementary Activities""; ""5.6â€?A Cognitive Load Perspective""; ""5.6.1 Pre-Training""; ""5.6.2 Segmentation""; ""5.6.3 Sequencing""; ""5.6.4 Pacing""; ""5.7â€?Choosing the Right Mix""; ""6 Simulations for Thinking""
""6.1â€?Cognitive Partnering""""6.2â€?Thinking (and Computing) Analogically""; ""6.3â€?Simulation and Language""; ""7 Simulation-Based Instruction""; ""7.1â€?Content and Process""; ""7.2â€?Crosscutting Concepts""; ""7.2.1 Patterns""; ""7.2.2 Cause and Effect: Mechanism and Explanation""; ""7.2.3 Scale, Proportion, and Quantity""; ""7.2.4 Systems and System Models""; ""7.2.5 Energy and Matter: Flows, Cycles, and Conservation""; ""7.2.6 Structure and Function""; ""7.2.7 Stability and Change""; ""7.3â€?A Grounded Cognition Perspective on Simulation""; ""7.4â€?The Epistemic Cycle""
""AppendixSimulation Resources""
Includes bibliographical references and index.
This book conveys the incredible instructional potential of simulation as a modality of education and provides guidelines for the design of effective simulation-based learning environments.  The framework of the book consists of  model-centered learning---learning that requires a restructuring of individual mental models utilized by both students and teachers. Simulation models extend our biological capacity to carry out simulative reasoning. Recent approaches to mental modeling, such as embodied cognition and the extended mind hypothesis are also considered in the book, which relies heavily on recent advances in cognitive science. A conceptual model called the “epistemic simulation cycle” is proposed as a blueprint for the comprehension of the cognitive activities involved in simulation-based learning and for instructional design.
Learning.
Instruction.
Cognitive psychology.
Educational technology.
Computer simulation.
Learning & Instruction.
Cognitive Psychology.
Educational Technology.
Simulation and Modeling.