Simulation in Teaching and Training

Simulation in Teaching and Training

Alke Martens (University of Rostock, Germany)
DOI: 10.4018/978-1-60960-195-9.ch115
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Simulation has always been about learning. For being able to simulate something, a model of a system must be developed. Thus, the perspective of teaching and training with modeling and simulation is necessarily twofold. Sometimes the model builders are the primary learners. They learn by constructing models of scratch, and by changing model parameters. Sometimes the users of the simulation models are the target learners. They learn by interacting with a simulation. Sometimes, the learners are not aware that they interact with a simulation.
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In recent years, the term simulation has become part of everyday language. Unfortunately, this goes hand in hand with blurring its scientific meaning. In everyday language, simulation is often used in the sense of “the act or process of pretending,” or as “imitation or enactment.” In the medical or psychiatric sense, simulation is related to feigning. Here it means the (conscious) “attempt to feign some mental or physical disorder to escape punishment or to gain a desired objective” (simulation, 2007). The term simulation has its roots in the Latin term for imitation: simulationem. The term emulation (in the sense of imitating something), which is closely related to simulation, and which also plays a role in teaching and training, will not be discussed in this article (for further reference, see e.g., emulation, 2007).

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