This description of two simple simulations as taught to undergraduate teacher trainers in a history of education course includes materials, procedures, follow-up exercises, and a brief defense of the use of simulations in higher education. (Author/CMV)

Describes a study designed to determine whether students with different personality types react differently to different educational games and simulations. The thinking-feeling dimension of the Myers-Briggs Type Indicator was used to type a group of graduate students who participated in seven simulation games and simulations. (Author/LLS)

Health games and simulations which are inexpensive and require minimal preparation time are presented. Learning activities focus on drug knowledge, reproductive system knowledge, nutrition information, and alcohol abuse. (JN)

Describes a museum experience for fourth, fifth, and sixth graders designed in the form of a treasure hunt/questionnaire. This tour format, which does not require the presence of an art specialist, was used at the Isabella Stewart Gardner Museum in Boston. (SJL)

Describes a simulation, "The Isolated Estate," which introduces geography students to the Von Thonen model and game theory. The objective of the game is to make textbook concepts more realistic. Concepts illustrated through the game include agricultural land use, economic rent, competetive bidding, inequities associated with differential incomes,…

Presents a simulation game on labor negotiations for secondary students. (SJL)

A study to determine whether a relationship exists between a seventh grader's performance on a simulation game and on an academic ability test suggests that measures of game performance ability may differ from measures of academic ability in three ways. (LLS)

This experiential learning activity highlights the perceptual processes that transpire between two interactants. Participants attempt to match other participants with their prime concern when interacting with someone socially for the first time. Illustrative data from a sample game are presented and discussed. (Author)

Proposes a programing design curriculum based on three conceptual areas: process, symbolic representation, and methods of interpretation; and describes computer games and simulations in which design skills of simple and conditional sequencing, rule or constraint specification, hypothesis testing, and modeling are employed. (Author/CMV)

Presents a simulation game used to verify the theory that culture shock in the form of confusion, hostility, and anxiety occurs when interpersonal communication between interactors from different cultures breaks down. (CMV)

Describes and defines the education for improving human potential movement, and examines the contributions of Dewey, Lewin, Maslow, and Thelen. Also discussed are the need for this movement and the role of simulation/gaming in relation to human potential development. Brief descriptions of five games for achieving growth are appended. (Author/CMV)

Outlines a team game, designed to help students learn to organize the material they have collected for a paper, in which the teacher provides scrambled topic sentences that are to be put into a reasonable order. (TJ)

Lists more than 40 books that give information on the use and construction of reading games. (GT)

Presents a crossword puzzle designed to familiarize students with Greek and Latin rhetorical terminology. Leads students to determine the rhetorical concept associated with each Latin term used as a clue; to discover the appropriate Greek term associated with each rhetorical concept; and to write each Greek term in Greek characters. (JMF)

Describes the use of the "Why 10?" game at the beginning and end of a course on instructional development to test its feasibility as a means of evaluating the course. The game showed promise as a valid tool for assessing changes in students' attitudes. (JEG)