![]() Social science courses studying institutions and individuals have simulated life in mental hospitals (Claiborn & Lemberg, 1974), and in prison (Haney, Banks, & Zimbardo, 1973). In family life education, they have been used to illustrate divorced and remarried families (Crosbie-Burnett & Eisen, 1992) and interactions between partners (Osmond, 1979). ![]() In business-related classes, simulations have been used to model international trade (Truscott, Rustogi, &Young, 2000) and the development of business enterprises (Goosen, Jensen, & Wells, 2001). One form of experiential learning used in educational and community settings is simulations, engaging an audience in active learning where participants learn from each other, not just from the “sage on the stage” (Dorn, 1989). Rocha (2000) reported that students enrolled in classes where experiential learning methods are used perceived themselves as more competent practitioners than students in classes without these methods. ![]() Hakeem (2001) found that students involved in experiential learning have a greater understanding of their subject matter than students in a traditional lecture-only class. Experiential learning encourages higher-order learning, which promotes critical thinking abilities and self-directed learning (Kreber, 2001). Experiential learning such as simulation has been promoted as a means to challenge student's misconceptions (McClintock, 2000). ![]()
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