Virtuella simuleringar som metod i ekonomisk kunskap

A1 Journal article (refereed)


Internal Authors/Editors


Publication Details

List of Authors: Charlotta Hilli
Publisher: Karlstad university
Publication year: 2017
Journal: Nordidactica: Journal of Humanities and Social Science Education
Volume number: 3
Start page: 46
End page: 70
eISSN: 2000-9879


Abstract

Students often perceive economic concepts as abstract. Virtual
simulations may enhance students’ conceptual knowledge by allowing them to
interact with various objects while learning content. The aim of this study was to
understand the role of cultural resources in virtual simulations in social studies.
Data were collected through interviews with thirteen Finnish upper-secondary
school students 17–18 years old who took three distance-learning social studies
courses using simulations in Second Life. The results imply that symbolic and
human mediators were important for promoting discourses on social studies
among the participants. The simulations of course content encouraged the
participants to perform a range of activities (e.g. reflecting and analysing
discourses in social studies). However, it is unclear how well the students
understood theoretical or macro-discourses on the economy. Although this
sample was small, and the study was experimental in nature, the results suggest
that human mediators who actively question and challenge students are
important in virtual simulations.


Keywords

economic education, social studies education, virtual simulations


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Last updated on 2019-20-08 at 06:56