To Simulate or Not To Simulate? Investigating Myths about Social Studies Simulations

DiCamillo, Lorrei; Gradwell, Jill M.

doi:10.1080/00377996.2012.716094

Cited by 21 publications

(15 citation statements)

References 13 publications

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“…They each taught high school social studies in New England, although in vastly different contexts. The use of simulations in differing contexts was of interest to me, as some research suggests that simulations should only be used with high-performing students (see DiCamillo & Gradwell, 2013).…”

Section: Participants and Settingsmentioning

confidence: 99%

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Wright‐Maley¹

2015

Theory & Research in Social Education

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Section: Participants and Settingsmentioning

confidence: 99%

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Wright‐Maley¹

2015

Theory & Research in Social Education

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“…According to Lim et al (2011) role-play is useful for encouraging students to consider other worldviews. Moreover, simulation is an effective teaching method, particularly useful for engaging students and challenging them to think critically (DiCamillo & Gradwell, 2013). • The class is divided in two groups of students, representing a powerful and a powerless group (e.g.…”

Section: The Role Of Teachers Todaymentioning

confidence: 99%

A critical pedagogy of empathy: making a better world achievable

Damianidou

Phtiaka

2016

Pedagogies: An International Journal

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Based on the results of a large-scale study regarding the role of secondary education teachers, we tried to develop an emancipatory teaching programme within the framework of a critical pedagogy of empathy. This teaching strategy is a three-stage process, during which a constant teacher-student interaction, attentive listening and interchange of roles are emphasised, so as to foster empathy. The first stage includes understanding the students' perspectives and giving value to their experiences. When the channels of communication are open and teachers get into their students' shoes, material relevant to the students' experiences is presented at the second stage, while students are encouraged to question the prevailing status quo and to raise their voices in institutional contexts in which they have traditionally been silenced. Finally, during the third stage, students disseminate self-gained knowledge and thoughts with a view to creating a better future and a different society, as part of the broader mission of informed, democratic, critical, empathetic and active citizens. ARTICLE HISTORY

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“…Moreover, some argue that RPS and other active learning techniques do not improve students' knowledge and results overall, as their tests demonstrate. Some even go so far as to treat simulations in IR as educational populism and entertainment of students (Di Camillo and Gradwell 2013;Prince 2004;Rochester 2003;Kille 2002;Dorn 1989).…”

Section: Rps and Skills Developmentmentioning

confidence: 99%

“…The issues discussed should be topical, controversial, open for various solutions and at the same time stay clear of two extremes, i.e. being overly political or technical (Di Camillo and Gradwell 2013;Van Dyke, DeClair and Loedel 2000). The need to set clear educational objectives and to integrate the RPS into a course are always stressed (Elias 2014;Usherwood 2014;Asal and Kratoville 2013;Di Camillo and Gradwell 2013).…”

Section: Rps and Skills Developmentmentioning

confidence: 99%

“…being overly political or technical (Di Camillo and Gradwell 2013;Van Dyke, DeClair and Loedel 2000). The need to set clear educational objectives and to integrate the RPS into a course are always stressed (Elias 2014;Usherwood 2014;Asal and Kratoville 2013;Di Camillo and Gradwell 2013). Students' preparation is crucial for the success of both an individual participant and the RPS as a whole (Elias 2014;Kaunert 2009;Asal 2005;Switky 2004).…”

Section: Rps and Skills Developmentmentioning

confidence: 99%

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Role-Play Simulation of Negotiations between the EU and the Eurasian Economic Union: Teaching while Enhancing a Transnational Dialogue

Romanova¹,

Gudalov²

2019

JCER

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The article reviews the experience of the role-play simulation (RPS) 'Modelling negotiations between the EU and EAEU', arranged in 2018 and 2019. Its specific goals were building knowledge (about the European Union (EU) and Eurasian Economic Union (EAEU) and enhancing a transnational dialogue between EU (Western) and Russian students in the context of a deteriorated EU-Russian relationship. This latter aspect of international RPS has received insufficient attention in the literature, yet it might contribute to the improvement of real-life EU-Russian relations through fostering a transnational dialogue and mutual understanding among young citizens. The article outlines the setting of the RPS and addresses three major difficulties that the organisers faced (designing the RPS, preparing students and fostering their dialogue), the solutions that were developed and the assessments of the results. Keywords Role-play simulation; Modelling; EU-Russian relations; Eurasian Economic Union; Free trade area; Transnational dialogueRole-play simulations (RPS) have been widely practised since the second half of the twentieth century. They model the work of a state, an international organisation (or their institutions), in limited time and space and, based on scripts and role descriptions that are close to the rules and procedures, practised in real life. This article focuses on the simulation of negotiations between the European Union (EU) and Eurasian Economic Union (EAEU) that took place in 2018 and 2019 at Saint Petersburg State University. It pursued two goals: 1) to enhance students' knowledge of the EU, EAEU and their relations (in particular prospects for a free trade area between them); and 2) to stimulate a transnational dialogue through building contacts among Russian and EU (Western) students and developing relevant transferable skills. The article first reviews the literature on RPS; it then explains the context in which this RPS was prepared, its goals and setting. Next, it outlines how organisers dealt with three major difficulties, which are: designing the RPS; ensuring that students are prepared; and enhancing the transnational dialogue and ultimately building trust at the societal level. Finally, the article looks at how the results of the simulation were assessed (including the solutions adopted for the difficulties that were identified). APPROACHES TO RPSThe existing literature offers three approaches to RPS, which can be identified as academic, educational and mixed. According to the first one, RPS is a tool of analysis that, through simplifying real processes, allows for a focusing on their most significant aspects and on forecasting future developments. Historically, this is the first approach to RPS, which dates back to studies of biological logics in social organisation through observing the animal world (Tolman 1948) and to studies in modern behavioural psychology (Watson 1913;Thorndike 1905). At a later stage, econometric logic ENDNOTES 1 The team initially consisted of three scholars from the Departmen...

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To Simulate or Not To Simulate? Investigating Myths about Social Studies Simulations

Cited by 21 publications

References 13 publications

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

A critical pedagogy of empathy: making a better world achievable

Role-Play Simulation of Negotiations between the EU and the Eurasian Economic Union: Teaching while Enhancing a Transnational Dialogue

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