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

Nan L. Maxwell, John R. Mergendoller and Yolanda Bellisimo
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Nan L. Maxwell: California State University, Hayward
John R. Mergendoller: Buck Institute for Education
Yolanda Bellisimo: College of Marin

Simulation & Gaming, 2004, vol. 35, issue 4, 488-498

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.

Keywords: contextualized learning; economics simulation; problem-based learning; studentdirected learning (search for similar items in EconPapers)
Date: 2004
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:35:y:2004:i:4:p:488-498

DOI: 10.1177/1046878104264789

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