Assessing Knowledge Retention, With and Without Simulations
Assessing Knowledge Retention, With and Without Simulations
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评估知识保留情况，有模拟和没有模拟
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Luba Levin
中科院分区：
文献类型：
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作者：
Luba Levin
摘要本研究探讨了模拟教学的有效性，相比，主动学习没有模拟。它利用了四个主题的匿名额外学分突击测验，每个主题都有不同的教学方法：（1）模拟和课堂汇报;（2）仅模拟;（3）随附研究论文的课堂讨论;（4）仅课堂讨论。该研究提出了一系列的评估技术在模拟文学，并建议使用匿名额外的学分突击测验作为一个简单而熟悉的教学实践，但被忽视的评估工具模拟。这项研究提出了“伊朗飞机”模拟开发的政治学本科生在危机情况下教决策。它分析了经验证据的知识保留与不模拟的基础上，学生的表现在突击测验3个月后的模拟。分析表明，模拟学习与汇报学习相结合，达到了事先设定的教学目标。就学生在测验中的表现而言，模拟与汇报是最有效的知识保留教学模式，只有模拟几乎同样成功，但没有模拟的学习效率较低。
ABSTRACT This study examines the effectiveness of teaching with simulations, compared to active learning without simulations. It utilizes an anonymous extra-credit pop quiz on four topics, each taught with a different method: (1) simulation and in-class debriefing; (2) simulation only; (3) in-class discussions with an accompanying research essay; and (4) in-class discussions only. The study presents a range of assessment techniques used in simulation literature, and suggests the use of the anonymous extra-credit pop quiz as a simple and familiar teaching practice, but an overlooked assessment tool for simulations. The study presents the “Iranian Plane” simulation developed to teach decision making in crisis situations to political science undergraduates. It analyzes empirical evidence on knowledge retention with and without simulations based on students’ performance on the pop quiz 3 months after the simulation. The analysis shows that learning with simulation and debriefing together attains teaching goals set in advance. Simulation with debriefing was the most effective teaching mode for knowledge retention in terms of students’ performance in the quiz, simulation only was almost as successful, but learning without simulation was less efficient.
通过主动学习的阈值概念：它们在欧洲政治研究中的效果如何？
影响因子：
2.4
作者：
Korosteleva E
通讯作者：
Korosteleva E