Computer-enhanced simulation of models permits students to become subjectively involved in interaction with the computer. A method for developing a computer simulation is described, and three examples of computer simulations are given. (JN)

The problems of introducing biological simulations into two Open University courses and the proposed solutions are discussed in relation to sound computer assisted learning practice. Eight references are included. (Author/CHC)

Describes two studies conducted to test the hypotheses that groups would make more risky decisions than individuals when insignificant consequences were present, and that groups would make more conservative decisions than individuals when significant consequences were present. Twenty references are listed. (LLS)

Describes a college course which uses a national approach to the teaching of international politics. Students are grouped into "country teams." Each country team publishes an analysis of its nation's foreign policy. Country teams participate in other activities including press conference simulations and an inter-nation simulation. (RM)

A program at the secondary school-level used microcomputers in multigrade math and science courses. The microcomputers reinforced science and math lessons in three ways: through drill and practice, simulations, and program writing. (JN)

A model is introduced for the simulation of Boltzmann-like binary interactions which may be extended to exhibit the effect of angular dependence in the scattering cross section and other dynamical aspects of two-body interactions. (Author/SK)

Discusses the use of a microcomputer/mini-floppy disk system by physics students to store and analyze experimental data and exchange messages with the lab instructor. Also discusses other uses, in particular those fostering critical thinking and hypothetico-deductive reasoning. (Author/SK)

A programing language called DYNAMO, developed especially for writing simulation models, is promoted. Details of six, self-teaching curriculum packages recently developed for simulation-oriented instruction are provided. (MP)

Outlines the history, use, and value of simulations (role play, operational games, and individual exercises) in geography instruction. The author stresses that, while simulations improve student motivation and increase interest in concepts, their effectiveness depends on proper integration into course curricula. (AM)

Describes the use of a two-level simulation in a college-level biology course. Students simulated the research process (including grant applications, theory formation, experiments, and symposium presentation) using an ecology simulation for their data base. (AM)

Ten item discrimination indices, across a variety of item analysis situations, were compared, based on the validities of tests constructed by using each of the indices to select 40 items from a 100-item pool. Item score data were generated by a computer program and included a simulation of guessing. (Author/CTM)

Gives recommendations for training college and university faculty in the fundamentals of simulation design using short, concise training programs. Thirteen references are listed. (Author/LLS)

Presents a computer simulation testing semantic networks and spreading activation models of human memory. Describes how a sentence is encoded by building a working memory structure from its words and from semantic memory concepts related to its meaning. Retrieval processes use cue words or sentences to locate working memory structures. (Author/MES)

Ways to overcome classroom restrictions, equipment costs, and a lack of knowledge or training in the teaching of cardiopulmonary resuscitation are discussed. (CMJ)

Games have only recently been accepted as educational tools, but their potential value is yet to be realized. It is suggested that school library media specialists should investigate this method for actively involving students in the learning process. Game construction and a sample game are included. (Author/CMV)