Book Review: Simulation and Learning: A Model-Centered Approach
Book Review: Simulation and Learning: A Model-Centered Approach
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书评：模拟与学习：以模型为中心的方法
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发表时间：
2014
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通讯作者：
Dirk Ifenthaler
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作者：
Dirk Ifenthaler
教科书详细信息：模拟和学习：以模型为中心的方法由弗兰科·兰德西纳写2013,7章，236页，施普林格，纽约，www.springer.com ISBN: 978-1-4614-1953-2（印刷）978-1-4614-1954-9（电子书）doi: 10.1007/978-1-4614-1954-9模拟和学习：《以模型为中心的方法》从认知和技术的角度对模拟的本质进行了全面和最新的回顾，并为有效地将模拟整合到学习和教学中提出了实际意义。心理模型理论作为理论基础，运用了广泛的心理模型研究，如Stachowiak的新语用主义和Johnson-Liard的认知建构主义方法，以及Seel的以模型为中心的学习概念。作者涵盖的关键主题包括仿真基础，基于仿真的学习，动态系统建模和基于仿真的教学。随着越来越多的模拟被用于非常特定的目的，模拟的分类系统是稀缺的，不同的理论概念提供了关于模拟的认知过程的不同解释。尽管如此，使用模拟的教育培训项目已经成功地应用于飞行训练、卫生保健教育、牙科教育、大型事件的指挥和控制训练、基于团队的决策制定、消防员训练的模拟、教师培训和许多其他领域。然而，连接认知过程、学习、指导和模拟的综合框架是稀缺的。这本专著的意义在于强调学习者的认知功能及其在模拟学习中与计算机应用的联系。这一观点在教育情境模拟的成熟研究中是罕见的，并为心理模型理论增加了一个重要的概念观点。除了用于构建模型的基于计算机的建模和仿真工具外，还有侧重于探索底层模型的工具。用于探索底层模型的第二种基于计算机的建模工具可以进一步分为(1)黑盒系统和(2)玻璃盒系统。在黑盒模拟中，所有的计算对学习者都是隐藏的。这样的系统包括可调参数和各种各样的过程可视化，这些可视化在模拟的实际操作完成后变得可用。另一方面，玻璃盒模拟暴露了底层的数学和逻辑模拟模型。这可以通过揭示变量和变化变量、参数或方程之间的潜在方程、联系和相互依赖性来实现。基于这一重要的模拟和认知过程的概念性观点，作者提供了在正式学习环境中模拟的设计、开发和实现的启示。这本书分为七章。第一章，题为“学习模拟导论”，向读者介绍了学习模拟。本章对模拟的认知状态进行了批判性的回顾，提供了模拟的多种定义，并研究了模拟与学习之间的关系。最后，本章建议在研究模拟学习的潜力时需要多学科方法。第2章，题为“模拟和认知”，概述了使用模拟作为认知处理隐喻的认知理论。…
Textbook Details: Simulation and Learning: A Model-Centered Approach Written by Franco Landriscina 2013, 7 chapters, 236 pages, Springer, New York, www.springer.com ISBN: 978-1-4614-1953-2 (print) 978-1-4614-1954-9 (eBook) doi: 10.1007/978-1-4614-1954-9 Simulation and Learning: A Model-Centered Approach' provides a comprehensive and state-of-the-art review on the nature of simulation from cognitive and technological perspectives as well as suggests practical implications for effective integration of simulation into learning and instruction. The theory of mental models functions as the theoretical foundation, using a wide range of mental model research such as Stachowiak's neo-pragmatic and Johnson-Liard's cognitive-constructivist approaches as well as Seel's model-centered learning concept. Key topics covered by the author include foundations of simulation, simulation-based learning, dynamic systems modeling, and simulation-based instruction. As more and more simulations are being implemented for very specific purposes, classification systems for simulation are scarce and different theoretical concepts provide diverse explanations of cognitive processes regarding simulation. Still, educational training programs using simulation have been successfully applied in the fields of flight training, health care education, dental education, command and control training of large incidents, team-based decision making, simulations for the training of firefighters, teacher training, and many other domains. However, comprehensive frameworks linking cognitive processes, learning, instruction, and simulation are scarce. The significance of this monograph is the emphasis on the learners' cognitive functions and their link to the computer-based application while learning with simulation. This perspective is rare within the well-established research on simulation in educational contexts and adds an important conceptual view to mental model theory. Besides computer-based modelling and simulation tools for the construction of models, there are also tools which focus on the exploration of the underlying model. This second type of computer-based modelling tools for the exploration of underlying models may be differentiated further into (1) black-box and (2) glass-box systems. In a black-box simulation all computations are hidden from the learner. Such systems include adjustable parameters and a large variety of process visualizations which become available after the actual action of the simulation is completed. On the other hand, glass-box simulations expose the underlying mathematical and logical simulation model. This can be realized by revealing the underlying equations, connections, and interdependencies between variables and changing variables, parameters, or equations. Based on this important conceptual view of simulation and cognitive processes, the author offers implications for the design, development, and implementation of simulation in formal learning contexts. The book is divided into seven chapters. Chapter 1, entitled 'An Introduction to Simulation for Learning', introduces the reader to simulation for learning. The chapter offers a critical review of the epistemic status of simulation, provides multiple definitions of simulation, and examines the relationship between simulation and learning. Finally, the chapter suggests the need for a multidisciplinary approach when investigating the potentials of simulation for learning. Chapter 2, entitled 'Simulation and Cognition', presents an overview of cognitive theories which use simulation as a metaphor for cognitive processing. …