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Developing a problem-based learning simulation: An economics unit on trade

Author

Listed:
  • Nan L. Maxwell

    (California State University, Hayward)

  • John R. Mergendoller

    (Buck Institute for Education)

  • Yolanda Bellisimo

    (College of Marin)

Abstract

This article argues that the merger of simulations and problem-based learning (PBL) can enhance both active-learning strategies. Simulations benefit by using a PBL framework to promote student-directed learning and problem-solving skills to explain a simulated dilemma with multiple solutions. PBL benefits because simulations structure the information students receive to focus learning on the intended curriculum and increase the strategy’s effectiveness in a wider variety of venues. A combined strategy—a PBL simulation— places its simulation at the forefront of learning and helps students and teachers sift through the overwhelming complexity that can arise in a more pure PBL. The authors illustrate the strength of a PBL simulation with an economics unit on trade, titled THE GREAT AWAKENING.

Suggested Citation

  • Nan L. Maxwell & John R. Mergendoller & Yolanda Bellisimo, 2004. "Developing a problem-based learning simulation: An economics unit on trade," Simulation & Gaming, , vol. 35(4), pages 488-498, December.
    • Handle: RePEc:sae:simgam:v:35:y:2004:i:4:p:488-498
    DOI: 10.1177/1046878104264789
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    References listed on IDEAS

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    2. Walstad, William B, 1992. "Economics Instruction in High Schools," Journal of Economic Literature, American Economic Association, vol. 30(4), pages 2019-2051, December.
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