Outlines techniques for using simulations in the second language classroom to encourage students to imagine aspects of and situations in the target culture and as a means for evaluating student understanding of the culture. (MSE)

Suggests educators who are not yet computer literate choose an alternative focus by learning to evaluate software and determine its potential for use in specific educational settings. Questions which should be asked when reviewing software on appropriate use, content, and characteristics are presented, along with a software evaluation checklist…

Five ways the computer can be used in psychology courses to teach thinking are described: using the computer to replace things that already work (e.g., a tachistoscope); programing the computer; simulating specialized procedures and situations; providing behavior to be observed and described; and posing problems for analysis and solution. (RM)

Described is a project in which third graders create their own corporation--a cupcake factory--and learn first-hand about economic principles and the decisions that businesses must make in the market economy. The cupcake factory is one example of how enterprising educators can make economics comprehensible and captivating. (RM)

Four experiments involving 180 undergraduates evaluated the effectiveness of computer graphics in improving estimates for algebra word problems. Variations in the simulation resulted in successful and unsuccessful programs as measured by the frequency with which students improved their estimates. Quality of feedback to students while learning is…

Describes an experiment which allows students to identify the nature of the time-course for chymotrypsin and to obtain mechanistic information on the two kinetic phases in terms of their concentration dependence. Also describes the computer simulation (available from the author) used in the experiment. (JN)

An overview on the use of games and simulations in economics and management is provided. Emphasis is on game design and evaluation. (Author/RM)

The author explores the theoretical rationale for using simulation games, discusses the technique itself, and describes learning objectives and outcomes, while highlighting the games that are most likely to lead to the desired results. (CT)

A program developed at the University of Arizona College of Medicine that used patient instructors to evaluate interviewing skills of medical students is described. Patient instructors are nonphysicians who are taught to function in the roles of patient, teacher, and evaluator. (Author/MLW)

An 18-week economics course for high school students is described. Students develop and present a group project that explains and justifies an economic policy for the United States, develop their own economic seminar consisting of student-invited speakers from the community, conduct economic research, and simulate a community business. (RM)

A model using four categories of college applicants (enrollment deposit paid, deposit not yet paid, applicants not yet admitted, and those who have not yet applied) that allows forecasting of freshman enrollment from any point in the admission process and simulates the effects of trends and strategies on enrollment is outlined. (MSE)

Discusses the theoretical foundations, history, and advantages of educational simulations. Describes two computer simulation programs. (FL)

Describes a two-week corporate public relations simulation that allowed students, acting as media representatives, to experience the frustrations of dealing with a typical company during a crisis. (HOD)

Discusses factors which determine whether there is a need for simulation and objectives associated with a simulation effort. Also discusses characteristics of existing software packages which determine if instructors should use the software or develop their own software for the particular problem under analysis. (JN)

There are many available resources, other than textbooks, for studying government. Simulation games are available, both commercial ones and those an imaginative teacher can develop. Newspapers, video tapes, educational films, and computer games are other resources which can be used in government courses. (CS)