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| Titel |
Water management simulation games and the construction of knowledge |
| VerfasserIn |
M. Rusca, J. Heun, K. Schwartz |
| Medientyp |
Artikel
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| Sprache |
Englisch
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| ISSN |
1027-5606
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| Digitales Dokument |
URL |
| Erschienen |
In: Hydrology and Earth System Sciences ; 16, no. 8 ; Nr. 16, no. 8 (2012-08-16), S.2749-2757 |
| Datensatznummer |
250013425
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| Publikation (Nr.) |
 copernicus.org/hess-16-2749-2012.pdf |
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| Zusammenfassung |
| In recent years, simulations have become an important part of teaching
activities. The reasons behind the popularity of simulation games are
twofold. On the one hand, emerging theories on how people learn have called
for an experienced-based learning approach. On the other hand, the demand
for water management professionals has changed. Three important
developments are having considerable consequences for water management
programmes, which educate and train these professionals. These
developments are the increasing emphasis on integration in water
management, the characteristics and speed of reforms in the public sector
and the shifting state-society relations in many countries. In response to
these developments, demand from the labour market is oriented toward water
professionals who need to have both a specialist in-depth knowledge in
their own field, as well as the ability to understand and interact with
other disciplines and interests. In this context, skills in negotiating,
consensus building and working in teams are considered essential for all
professionals. In this paper, we argue that simulation games have an important
role to play in (actively) educating students and training the new
generation of water professionals to respond to the above-mentioned
challenges. At the same time, simulations are not a panacea for learners
and teachers. Challenges of using simulation games include the demands it
places on the teacher. Setting up the simulation game, facilitating the
delivery and ensuring that learning objectives are achieved require
considerable knowledge and experience as well as considerable time-inputs
of the teacher. Moreover, simulation games usually incorporate a
case-based learning model, which may neglect or underemphasize theories and
conceptualizations. For simulations to be effective, they have to be
embedded in this larger theoretical and conceptual framework. Simulations,
therefore, complement rather than substitute traditional
teaching methods. |
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