Constructing International Relations Simulations: Examining the Pedagogy of IR Simulations Through a Constructivist Learning Theory Lens
Constructing International Relations Simulations: Examining the Pedagogy of IR Simulations Through a Constructivist Learning Theory Lens
复制标题
DOI：
10.1080/15512169.2013.770982
复制
发表时间：
2013-01-01
影响因子：
1.1
通讯作者：
Kratoville, Jayson
中科院分区：
文献类型：
--
作者：
Asal, Victor;Kratoville, Jayson
模拟越来越多地用于政治科学，特别是国际关系。虽然有越来越多的文献描述了不同的模拟和少量的文献，经验性地测试模拟的影响，学者们写了很少的联系模拟背后的教学理论的战略和战术，用于开发和交付它们。从现有的教学文献，IR模拟文章中的材料，和少量的现有文献对这个问题的见解，我们试图确定教师如何使用模拟模式，以促进学生的学习。使用建构主义学习理论的方法，本文回顾了现有的理论的最有效的方法来开发和使用模拟。我们对当前IR模拟文章的回顾表明，有效的模拟旨在在学生对发生的事情的看法和现有的理论之间取得平衡。然后，学生能够使用这些模拟作为判断理论的方法，并将模拟的经验教训应用于当前事件。
Simulations are being used more and more in political science generally and in international relations specifically. While there is a growing body of literature describing different simulations and a small amount of literature that empirically tests the impact of simulations, scholars have written very little linking the pedagogic theory behind simulations to the strategies and tactics used to develop and deliver them. Drawing insights from the existing pedagogic literature, material in IR simulation articles, and the small amount of existing literature on this subject, we seek to identify patterns in how instructors use simulations to facilitate student learning. Using a constructivist learning theory approach, this article reviews existing theories on the most effective ways to develop and use simulations. Our review of current IR simulation articles indicates that effective simulations are designed to strike a balance between students' perceptions on what happened and existing theory as to why it happened. Students are then able to use these simulations as a method to judge the theories and to apply lessons from the simulations to current events.