Learning by Doing: A Simulation for Teaching How Congress Works

Abstract

Teachers of political science have increasingly recognized the utility of classroom simulations to provide students with an active-learning experience to enhance learning outcomes. Our article builds on this growing trend by proposing a congressional simulation to help students understand the complexities and nuances of the lawmaking process. Specifically, the simulation aids students in identifying the deliberative aspects of congressional policymaking, appreciating the complicated process involved in a bill becoming a law, understanding the multifaceted ways in which self-interest guides the decisions of congressional actors, and challenging student cynicism about Congress as an institution.

Looking at role-play simulations of political decision-making in higher education through a contextual lens: A state-of-the-art

“…With regard to simulations' agency, we detected three notable findings. (1) Concerning preparation, studies including one single preparatory activity show less variation in learning outcomes (e.g, Sands & Shelton, 2010) than studies applying a combination of preparatory activities (e.g., Jozwiak, 2013). (2) Notably, studies that report on knowledge and understanding learning outcomes almost always include meetings in their preparation (e.g., Levintova & Mueller, 2015).…”

Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account

“…The review study of Duchatelet et al (2019) indicate four types of preparation activities for simulations of political decision-making: meetings, research activities including reading assignments, writing assignments and presentations. Research shows that only using one single preparatory activity leads to less variation in learning outcomes (e.g., Sands & Shelton, 2010) than a combination of preparatory activities (e.g., Jozwiak, 2013). Second, not only the kind of preparation but also the preparation time might have had an effect on student self-efficacy beliefs (Hazleton & Mahurin, 1986).…”

Student Performance and Perception of the Teaching Methodologies Implemented by COVID-19

“…It should be noted that "e-Learning" has been conceptualized in different ways while it has been gradually developed, but in all cases it is based on the use of the Internet as a system of access to content and training activities, where interaction and communication are very important aspects; our aim is to be able to use it as a participatory simulation of a real situation, as has been put into practice in some university subjects (Sands and Shelton, 2010). García-Peñalvo and Seoane-Pardo (2015) describe the evolution of "e-learning" from three generations.…”