Simulation and Games, with Particular Reference to the Teaching of Economics

• Rupert Maclean ^[1]
  1. [1] University of Tasmania

     University of Tasmania

     Australia

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 13, Nº 3, 1976, págs. 11-18
• Idioma: inglés
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• Resumen

  • The purpose of this paper is broadly to sketch out some important reasons why teachers in general, and those teaching in the area of economics in particular, should increasingly include simulations and games in their repertoire of teaching techniques, rather than largely relying upon the more “traditional” teaching methods. The aim is to also indicate some of the most fruitful areas in economics where simulation can be usefully adopted; and to specify the types of materials available in this area for use within the classroom.

    Special attention will be focused on a relatively recent area of the curriculum in secondary school economics, namely that of Consumer Education or Consumer Studies.

    We will commence by examining some reasons why it is particularly appropriate, at this time, to search for newer, more flexible teaching methods, such as those associated with the use of simulations and games.